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Categorising Interaction between Teachers and Students in ESOL Classrooms

Relph, Tiffany Louise (2016) Categorising Interaction between Teachers and Students in ESOL Classrooms. Masters thesis, York St John University.

RELPH TIFFANY FINAL THESIS.pdf - Published Version
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The purpose of the present study was to investigate how the Flanders Interaction Analysis Category System (FIACS) can be used to investigate the interactional practices of students and teachers of English to speakers of other languages (ESOL). Additionally, this study sought to produce a system by which interaction could be categorised in the ESOL classroom which could be deployed by teachers in order to help them gain a deeper insight into the ways that they interact with their students during classes. The dissertation tracked the practices of 46 individuals.
The data of this study included recordings of ESOL lessons. These recordings were then transcribed and categorised into different interaction types using a revised version of the Flanders Interaction Analysis Category System, in order to provide insight into what types of interaction most commonly occur between teachers and students and the purpose of that interaction.
The results of this research found that students in the ESOL classroom are given greater encouragement and opportunity to speak during classes than in non-ESOL classrooms, and the classes themselves are more student-centred. Previous research conducted in a non-ESOL context showed a more teacher-centred approach. The results of this study indicate that students and teachers in an ESOL class may have different interactional preferences for learning than those of non-ESOL teachers and students and in order to account for these differences, a new and more ESOL-specific category system has been developed.

Item Type: Thesis (Masters)
Status: Published
Subjects: L Education > LB Theory and practice of education
P Language and Literature > P Philology. Linguistics
School/Department: School of Education, Language and Psychology
URI: https://ray.yorksj.ac.uk/id/eprint/2565

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