Show simple item record

dc.contributor.authorJacknick, Christine M.
dc.contributor.authorDuran, Derya
dc.date.accessioned2021-03-03T07:46:12Z
dc.date.available2021-03-03T07:46:12Z
dc.date.issued2021
dc.identifier.citationJacknick, C. M., & Duran, D. (2021). Transforming student contributions into subject-specific expression. <i>System</i>, <i>98</i>, Article 102485. <a href="https://doi.org/10.1016/j.system.2021.102485" target="_blank">https://doi.org/10.1016/j.system.2021.102485</a>
dc.identifier.otherCONVID_51639132
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/74482
dc.description.abstractDrawing on a corpus of pre-service teacher training classroom interactions in an English-medium instruction university in Turkey, we examine teacher follow-up turns that introduce specialized terms, showing how a teacher transforms student’s responses into pedagogically relevant points using academic language. We argue that teacher third-turns following student contributions accomplish several interrelated actions, not only introducing new terminology to these teachers-in-training, but also familiarizing them with ways of thinking specific to their discipline, i.e., these turns model “doing being a teacher.” These teacher actions are used to bridge student contributions to more scientific talk, that is, the teacher confirms contributions as subject-relevant by steering the direction of the upcoming talk, while also introducing students to potentially unfamiliar terminology, speaking as a member of an unnamed group of subject-matter experts. Notably, we argue that these content-based follow-ups are realized multimodally, drawing on prosodic, gestural, and proxemic resources, among others, and that these multimodal actions are an important aspect of teacher’s classroom interactional competence, showing how instructors socialize pre-service teachers into thinking and talking like professionals, i.e., like teachers.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesSystem
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherclassroom interaction
dc.subject.otherconversation analysis
dc.subject.otherEnglish-medium instruction
dc.subject.otherhigher education
dc.subject.othersubject-specific language
dc.subject.otherteacher follow-up
dc.titleTransforming student contributions into subject-specific expression
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202103031844
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0346-251X
dc.relation.volume98
dc.type.versionacceptedVersion
dc.rights.copyright© 2021 Elsevier
dc.rights.accesslevelopenAccessfi
dc.subject.ysokeskustelunanalyysi
dc.subject.ysoluokkatyöskentely
dc.subject.ysokielellinen vuorovaikutus
dc.subject.ysokorkeakouluopetus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p7828
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
jyx.subject.urihttp://www.yso.fi/onto/yso/p7831
jyx.subject.urihttp://www.yso.fi/onto/yso/p1246
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.system.2021.102485
jyx.fundinginformationThis research was supported by Turkish Fulbright Commission under the grant number FY-2018-TR-PD-06.


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY-NC-ND 4.0
Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0