Everyday interactions in English classes at a public school: power disputes and institutional mandate subversion
Abstract
This article aims at presenting the outcomes of a qualitative research about the everyday happenings of an English as a Foreign Language classroom at an elementary public school in the metropolitan area of Porto Alegre, RS. The research has attempted to shed doubt about the assumptions that these settings are more likely to be unsuccessful, due to the lack of culture displayed by those students, focusing on the classroom interactions during English classes. The classes were video recorded, transcribed and analyzed observing participation structures, turn allocation and turn use, floor taking and floor alignment, and amount of time during class used by boys and girls. These observations suggest that the teacher has problems in producing alignments to his floors and institutional mandate. The study suggests as well that the boys are more successful in taking the floor and orienting many of the classroom activities.
Key words: interaction, English language learning, participation structures.Downloads
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