Socialization of Appropriate Classroom Behavior: A Micro-Longitudinal Conversation Analytic Account

Autor/in	Hughes, Sean
Titel	Socialization of Appropriate Classroom Behavior: A Micro-Longitudinal Conversation Analytic Account
Quelle	In: Studies in Applied Linguistics & TESOL, 22 (2022) 1, S.33-43 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Discourse Analysis; Behavior Problems; Socialization; Classroom Techniques; Teacher Student Relationship; Longitudinal Studies; Cooperative Learning; Elementary School Students; English (Second Language); Second Language Learning; Second Language Instruction; Behavior Change + Suchen Sie Ihr Suchwort? Diskursanalyse; Socialisation; Sozialisation; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	While socialization in the home is key to children's acquisition of cultural norms, school is another important setting in which children are socialized into their cultural environment (Schieffelin & Ochs, 1986). In this paper, the author employs conversation analysis (CA) to examine how young children are socialized towards appropriate classroom behavior by a teacher's upgraded use of directives, embodied directives, and finally, metacommentary. Specifically, this study focuses on the strategy one teacher uses within the span of a single class to get a misbehaving student to physically move back to her partner during group work. (ERIC).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01