Classroom Interaction in ELTE Undergraduate Programs: Characteristics and Pedagogical Implications

Interacción en el aula en los programas de pregrado de enseñanza del Inglés: Características e implicaciones pedagógicas

  • Edgar Lucero Universidad de La Salle, Bogotá, Colombia
  • Megan Rouse Universidad de La Salle, Bogotá, Colombia
Keywords: classroom interaction, conversational agendas, ELTE, interaction patterns (en_US)
Keywords: interacción en el aula, agendas conversacionales, clases en PPEI, patrones interaccionales (es_ES)

Abstract (en_US)

This article describes how classroom interaction occurs between teacher educators (TEs) and students in three undergraduate programs of English language teacher education (ELTE) in Bogotá, Colombia. Thirty-four sessions of classroom instruction of nine TEs were observed and transcribed. Data were analyzed under two methodologies—ethnomethodological conversation analysis (ECA) and self-evaluation of teacher talk (SETT). Findings reveal that ELTE classes are divided into transactional episodes that do not necessarily happen in the same order and that are composed of interaction patterns with an extended pedagogical purpose. Further analysis of these interaction patterns unveils that both TEs and students come into the classroom with a pre-planned conversational agenda which contains pedagogical and interactional purposes. Imbalance between both agendas creates instructional paradoxes that send mixed messages to students about how to interact with TEs in class activities. These findings open a discussion on how the identified patterns create a type of classroom interaction that is rather transactional than spontaneous. This discussion in turn contributes to discovering how classroom interaction may occur in ELTE undergraduate programs and how much of it truly achieves pedagogical and interactional goals.

Abstract (es_ES)

Este artículo describe la manera en que ocurre la interacción de aula entre los docente-educadores (DE) y los estudiantes en tres programas de pregrado en la enseñanza del Inglés (PPEI) en Bogotá, Colombia. Treinta y cuatro sesiones de nueve DE fueron observadas y transcritas. Los datos se analizaron desde dos metodologías—análisis etno-metodológico de la conversación y auto-evaluación del modo de hablar del profesor. Los hallazgos revelan que las clases en los PPEI están divididas en episodios transaccionales que no necesariamente suceden en el mismo orden y que se componen de patrones interaccionales con un propósito pedagógico extendido. Un análisis más profundo de estos patrones revelan que tanto los DE como los estudiantes llegan al aula con una agenda conversacional pre-planeada compuesta de propósitos pedagógicos e interaccionales. Un desbalance entre ambas agendas crea paradojas instruccionales que envían mensajes contradictorios a los estudiantes sobre cómo interactuar con los DE en las actividades de clase. Los resultados abren la discusión sobre cómo los patrones identificados crean un tipo de interacción en el aula que es más bien transaccional que espontánea. Esta discusión igualmente contribuye a descubrir cómo la interacción del aula ocurre en los PPEI y cuanto de esta realmente alcanza los propósitos pedagógicos e interaccionales.

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Author Biographies

Edgar Lucero, Universidad de La Salle, Bogotá, Colombia
Cundinamarca, Bogotá.
Megan Rouse, Universidad de La Salle, Bogotá, Colombia
Saint Louis, Missouri

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How to Cite
Lucero, E., & Rouse, M. (2017). Classroom Interaction in ELTE Undergraduate Programs: Characteristics and Pedagogical Implications. Colombian Applied Linguistics Journal, 19(2), 193-208. https://doi.org/10.14483/22487085.10801
Published: 2017-08-04
Section
Research Articles