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Article published In: Teacher-Student Engagement Patterns in CSL Classrooms and Beyond: Video-based multimodal analyses
Edited by Hongyin Tao and Yan Zhou
[Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 59:3] 2024
► pp. 251–278

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Maximizing engagement by shifting participation frameworks in the Chinese as a second language classroom

 | Northwestern University
Published online: 15 April 2025
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https://doi.org/10.1075/csl.00055.zho
Abstract
This study investigates how expert teachers of Chinese as a second language (CSL) shift the participation framework from a dyadic conversation between the teacher and an individual student (T-S) to a three-party conversation between the teacher, the individual student, and other students (S-T-SSS), specifically, after the individual student provides a sufficient response. Data analysis of college-level CSL classroom recordings shows that these shifts appear in different sequential positions to complete three common pedagogical actions, including eliciting a choral repetition, highlighting important information, and displaying an affective stance. Expert teachers orchestrate a variety of multimodal semiotic resources to perform such shifts and pedagogical actions, which maximize student engagement in multiple dimensions in the CSL classroom.
摘要
在中文作为第二语言(CSL)教学中，教师常常运用多模态互动资源来转变互动分析理论所描述的会话参与框架。根据我们对美国某大学段中文二语课堂的录像数据分析，在学生给出充分的回答之后，教师会将参与框架从老师与单个学生的一对一二元对话转变为老师与单个学生及其他学生之间的三方对话。这些转变出现在不同的序列位置上，并以三种常见的教学行为呈现：1) 引导全班一起重复(齐唱)，2) 强调重要信息，以及3) 表达教师的情感立场。这些参与框架的转变体现了教师在各个维度上提高学生课堂参与度的能力，是教师课堂互动能力的重要组成部分。
Article outline
  • 1.Introduction
  • 2.Background
    • 2.1Engagement in L2 classrooms
    • 2.2Participation framework
    • 2.3Video-based multimodal conversation analysis
  • 3.Data and methods
    • 3.1Data
    • 3.2Methods
    • 3.3Identifying participation frameworks and the shift to three-party conversations
  • 4.Analysis
    • 4.1Shift to elicit a choral repetition
    • 4.2Shift to highlight important information
    • 4.3Shift to display affective stance
  • 5.Conclusion
  • Acknowledgements
  • Note
  • References
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