Performance for introverts?: Discourse evidence for students' collaborative shaping of social space

dc.contributor.authorWeber, Silja
dc.date.accessioned2019-12-12T09:21:29Z
dc.date.available2019-12-12T09:21:29Z
dc.date.issued2019
dc.description.abstractA common preconception about performance in the foreign language classroom sees performance as geared towards extroverts: students who readily contribute to verbal classroom interaction in any case. If true, this claim would be particularly problematic when advocating not only for the integration of isolated instances of performance, but for a fundamentally performance-based approach to language teaching. Such an approach would then further widen the gap between those participants who are more and those who are less comfortable in underdefined social spaces. This article draws on data from a larger study on FL classroom interaction and student agency during performance activities in intermediate German classes. Conversation analytic methods are used to trace how participation for one very reticent student evolves over the course of an intensive summer class. The development happens during extended performance activities with a Teacher-in-Role (TiR) strategy, and in particular due to the initiative of his classmates to shape a welcoming social space. They offer a range of carefully crafted participation openings, and the quiet student responds and later initiates conversational moves on his own. This case study provides discourse based, micro-analytic support for previous claims about the benefits of performance for class dynamics and participation.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationWeber, S. (2019) 'Performance for introverts?: Discourse evidence for students' collaborative shaping of social space', Scenario: A Journal for Performative Teaching, Learning, Research, XIII(2), pp. 139-156. https://doi.org/10.33178/scenario.13.2.9en
dc.identifier.doihttps://doi.org/10.33178/scenario.13.2.9
dc.identifier.endpage156
dc.identifier.issn1649-8526
dc.identifier.issued2
dc.identifier.journalabbrevScenario
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage139
dc.identifier.urihttps://hdl.handle.net/10468/9423
dc.identifier.volumeXIII
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttp://research.ucc.ie/journals/scenario/2019/02/Weber/09/en
dc.rights© 2019, The Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectPerformanceen
dc.subjectLanguage classroomen
dc.subjectInteractionen
dc.subjectStudent agencyen
dc.subjectTeacher-in-roleen
dc.subjectCase studyen
dc.titlePerformance for introverts?: Discourse evidence for students' collaborative shaping of social spaceen
dc.typeArticle (peer-reviewed)en
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