Claims of Entitlements in Elementary EFL Co-Teaching

Autor/in	Lee, Josephine Mijin
Titel	Claims of Entitlements in Elementary EFL Co-Teaching
Quelle	In: English Teaching, 76 (2021) 3, S.63-84 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Elementary School Teachers; English (Second Language); Second Language Instruction; Team Teaching; Teacher Attitudes; Grade 2; Foreign Countries; Video Technology; Power Structure; Interprofessional Relationship; Teacher Characteristics; Classroom Techniques; South Korea; United States + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teamteaching; Lehrerverhalten; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Klassenführung; Korea; Republik; USA
Abstract	This study examined teachers' claims of entitlement in collaborative teaching sequences where the non-leading teacher enters into the domain of another teacher's ongoing instructional business. The data involves video recordings of second-grade elementary Korean and American teachers co-teaching math and science lessons. The analysis reveals that directives were prevalent in teacher-teacher communication, and unilaterally involved the Korean teacher making corrective remarks of American teacher's instructions or entering to take control of classroom management. The directives were also formulated as declarative interrogatives, proposals, and imperatives, which implied the Korean teacher's high entitlement. Also when the Korean teacher's directive was not met with immediate compliance, it escalated into a more demanding imperative. These findings reveal the differential institutional status and power balance between the two teachers and demonstrate the analytical gains of applying conversation analysis to coteaching interactional data. Potential implications for teacher training are discussed in light of collegiality and complementary collaborative teaching. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01