Article ID Journal Published Year Pages File Type
366290 Linguistics and Education 2012 12 Pages PDF
Abstract

Directives are integral to teachers’ pedagogical repertoire, and their efficacy crucial to optimizing learning outcomes. Based on data from a videotaped tutoring session collected at an after-school early literacy program, we describe the specific ways in which certain practices of directives can hinder learner participation and compromise learning opportunities. The analysis is done predominantly in the conversation analytic (CA) framework, and ethnographic details are utilized to contextualize, elaborate, and enrich the CA analysis. Findings of this study contribute to the existing work on directives as well as that on teacher practices in pedagogical interactions.

Graphical abstractFigure optionsDownload full-size imageDownload as PowerPoint slideHighlights► Based on videotaped data from an after-school early literacy program, we describe the specific ways in which certain practices of directives can hinder learner participation and compromise learning opportunities. ► We combine conversation analysis with ethnographic insights.

Related Topics
Social Sciences and Humanities Arts and Humanities Language and Linguistics
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