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Lookup NU author(s): Professor Steve WalshORCiD
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This article reports on a microanalytic study of teachers’ and learners’ jointly created ‘space for learning’. Using data from two English language classes recorded in China, we identify specific interactional features which create space, enhance participation and increase opportunities for learning. Adopting the theoretical underpinnings and principles of conversation analysis, we demonstrate how teachers and learners create space for learning through the use of specific practices such as increased wait-time, reduced teacher echo, extended learner turns and increased planning time. Space is also created by teachers according to their ability to manage learner contributions in a positive and focused way: by shaping learner contributions through the use of scaffolding, paraphrasing and re-iterating. Implications for teacher education and classroom practice are discussed.
Author(s): Walsh S, Li L
Publication type: Article
Publication status: Published
Journal: International Journal of Applied Linguistics
Year: 2013
Volume: 23
Issue: 2
Pages: 247-266
Print publication date: 15/01/2013
ISSN (print): 0802-6106
ISSN (electronic): 1473-4192
Publisher: Wiley Blackwell
URL: http://dx.doi.org/10.1111/ijal.12005
DOI: 10.1111/ijal.12005
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