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The Power of Participation:

A Learning Experience for Everyone

Candace, Elise, Meghan, and Rosie

Orientation: Background

Setting IECP Low-intermediate Academic Writing

Students 11 Arabic 1 Korean 7 male : 5 female

Initial Reactions to Data

Trends Scaffolding questions

being used Open-forum discussion Modeling

Parallels for Learning vocabulary to gesture examples to explanation

Research Questions

How does the teacher use scaffolding questions to illicit student participation?

How does the teacher use student initiated contributions to bridge the gap between conversational and academic language?

How does this function as a model for academia?

Framework

Progression 1. T scaffolding questions 2. SS informal responses 3. T uses instructional paraphrasing 4. Creates exchange to more in-depth and academic

responses 5. End Process: use this academic language to not

only give the examples but also explain the PROCESS

Data Analysis

First Section: Lines 91-141

Second Section: Lines 168-191, 197-218,

224-250

Data Analysis: Part 1 Specific Example of

Progression

Line 94-106: 94: scaffolding questions 96: example instead of

explanation 98-102: modeling

appropriate response 101: Direct Maintenance 103-104: Cumulative talk to

get to process

Data Analysis: Part 1 Specific Examples of What

to Look For

Intersubjectivity Lines 110-112 Line 128-130

Data Analysis: Part 1 Specific Examples of What

to Look For

Bridge gap between academic and conversational language Lines 101-141 See handout

Data Analysis: Part 2 Example of Progression

Line 171-184 Scaffolding (prior to start of data) Step 2: 171-174: informal responses Step 3: 177-180: instructional

paraphrase Step 4: 182: RDF/Direct

maintenance Step 5: 183-184: Student Process

In this section; Ss learned from prior exchange and were better able to complete the progression

Ss assimilated into process; now just practicing Next Topic: Disputational Talk

Lines 182-216-See handout

Data Analysis: Part 2 Specific Examples of What

to Look For

Negotiation and Persuasion Lines 224-243

Answering the RQs

How does the teacher use scaffolding questions to illicit student participation?

How does the teacher use student initiated contributions to bridge the gap between conversational and academic language?

How does this function as a model for academia?

Implications

Through this lesson the teacher is building necessary pragmatic skills for the students to function and assimilate better into the university setting. negotiate express their opinions stand by what they have to say explain to others their thoughts and processes

Questions?