Interacción contingente: un caso de estudio en el aula de ISL en colombia
Main Article Content
Abstract
This study examines both contingent and non-contingent interaction (van Lier, L, 1996) as instantiated in an EFL classroom in Colombia. A teacher and her students were observed over a period of a term. The observations provided insights into how interaction took place in the EFL classroom. Drawing on the distinction between contingent and non-contingent interaction, the analysis indicated that interaction that occurred during instructional stages of the class was mostly non-contingent while interaction that occurred during the regulative stages (Bernstein, B, 2000; Christie, F, 2002) was more contingent and conducive to learning. Claims are made here for the benefits of contingent interaction for the development of competence in EFL. Some implications of this case study for language teacher education are also discussed.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
Aljaafreh, A. & Lantolf, J. P. (1994). Negative feedback as regulation and second Language learning in the zone of proximal development. Modern Language Journal, 78, pp.465-483
Austin, J. (1975). How to Do Things with Words. 2nd ed. Oxford: Oxford University Press.
Bellack, A.A., Kliebard , H. M., Hyman, R.T. & Smith, F.L. (1996). The Language of the Classroom. New York: Teachers' College Press.
Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research, and Critique, rev.edn. London: Rowman & Littlefield Publishers.
Bernstein, B. (1990). Class, Codes and Control, Vol. IV: The Structuring of Pedagogic Discourse. London: Routledge.
Boyd, M., & Rubin, D. (2006). How Contingent Questioning Promotes Extended Student Talk: A Function of Display Questions. Journal of Literacy Research, 38 (2), pp.141 — 169
Cádenas, L. (2002). A study of the oral interaction and its influence in the development of communication skills in English as a foreign language in the ninth grade of the Instituto San José in Barranquilla [Unpublished Master's thesis]. Universidad del Norte, Barranquilla.
Camacho, L. & Coneo, C. ( 2005). Characteristics of the oral interaction process in 11th graders of English as a foreign language at Sagrado Corazon School de Barranquilla [Unpublished Master's thesis]. Universidad del Norte, Barranquilla.
Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
Christie, F. (2002). Classroom discourse analysis. a functional perspective. London, New York: Continuum.
Council of Europe (2001): Common European Framework of Reference for Languages. Cambridge: Cambridge University Press.
Freire, P. (1972). Pedagogía del oprimido. México: Siglo XXI.
Glesne, C, & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. New York: Longman
Gleick, J. (1987). Chaos: making a new science. New York: Viking.
Halliday, M.A.K. (2003). On the "architecture" of human language. In On Language and Linguistics. Volume 3 in the Collected Works of M.A.K. Halliday. Jonathan Webster (ed.). London and New York: Continuum.
Manjarrés, M.; May , O.; Mizuno, J., Salcedo, M., & Vargas, L. ( 1994). Estudio etnográfico del proceso de enseñanza-aprendizaje de la lectoescritura en un colegio bilingue en la ciudad de Barranquilla. [Unpublished Master's thesis]. Universidad del Norte, Barranquilla.
Mehan, H. ( 1979). Learning Lessons. Cambridge, MA: Harvard University Press.
Nassaji, H. & Swain, M. (2000). A Vygotskian perspective on corrective feedback in L2; The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9, pp.34-51.
Rorty, R. (1989). Contingency, Irony and Solidarity. Cambridge: Cambridge University Press.
Searle, J.R. (1971). 'What is a speech act?'. In J. R. Searle (ed.) The Philosophy of Language. (39-53). Oxford, Oxford University Press.
Sinclair, J.M. & Coulthard, M. (1975). Towards an analysis of discourse. Oxford: Oxford University Press.
Tobias, T. ( 2001). Ethnographic study of the verbal interaction within the english class of the students in level "Transition"at Fundacion Colegio Bilingue de Valledupar. [Unpublished Master's thesis]. Universidad del Norte, Barranquilla.
Tsui, A.B.M. (1995). Introducing classroom interaction. London: Penguin Books.
Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. Harlow, England: Addison Wesley Longman.
Vygotsky, L. S. (1986) (1962). Thought and Language. Cambridge, MA: MIT.
Wells, G. (1999). Dialogic inquiry: toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
Wells, G. (1993). Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education, 5, pp.1-37