Word search sequences in teacher-student interaction in an English as medium of instruction context

This study explores the ways students in a higher education setting engage in word searches. The investigation draws on 30-hour video recordings of content classes in an English as a medium of instruction university in Turkey. Using conversation analysis, the study focuses on the interactionally acc...

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Bibliographic Details
Published inInternational journal of bilingual education and bilingualism Vol. 25; no. 2; pp. 502 - 521
Main Authors Duran, Derya, Kurhila, Salla, Sert, Olcay
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 07.02.2022
Taylor & Francis Ltd
Subjects
Bilingual education
Bilingualism
Classroom Communication
Classroom interaction
code-switching
Cognitive Processes
College Students
Conversation analysis
Didactics
didaktik
Discourse Analysis
English (Second Language)
English as a medium of instruction
English for academic purposes
Foreign Countries
Formulaic language
Higher education
Language of Instruction
Negotiation
Second language teachers
Teacher Student Relationship
word searches
Turkey
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Summary:This study explores the ways students in a higher education setting engage in word searches. The investigation draws on 30-hour video recordings of content classes in an English as a medium of instruction university in Turkey. Using conversation analysis, the study focuses on the interactionally accomplished functions of vocal and visual practices deployed by the students in the course of a word search. We revealed that word searches are constructed through publicly visible resources (i.e. gaze, body orientation, gestures) and explicit formulaic expressions (i.e. how can I say it?), and accomplished via bilingual resources. It was also observed that the teacher does not orient to word searches when there is a need to interactionally monitor and manage the repairable content (i.e. pedagogical content, subject-specific word), thus prioritizing content over second language (i.e. English) use in the current content-oriented setting. The study contributes to our understanding of how the participants' situated roles as a student and teacher are contingently negotiated in the ongoing word search in bilingual classroom contexts.
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ISSN:1367-0050
1747-7522
1747-7522
DOI:10.1080/13670050.2019.1703896