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Claims of Entitlements in Elementary EFL Co-teaching

Title
Claims of Entitlements in Elementary EFL Co-teaching
Authors
Lee J.M.
Ewha Authors
Josephine Lee(이미진)
SCOPUS Author ID
Josephine Leescopus
Issue Date
2021
Journal Title
English Teaching(South Korea)
ISSN
1017-7108JCR Link
Citation
English Teaching(South Korea) vol. 76, no. 3, pp. 63 - 84
Keywords
AsymmetryClassroom interactionCo-teachingElementaryEntitlements
Publisher
Korea Association of Teachers of English
Indexed
SCOPUS; KCI scopus
Document Type
Article
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. © 2021 The Korea Association of Teachers of English (KATE).
DOI
10.15858/engtea.76.3.202109.63
Appears in Collections:
사범대학 > 영어교육과 > Journal papers
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