Problematizing vocabulary in the second language classroom

Unilateral and bilateral approaches

Authors

  • Hansun Zhang Waring Teachers College, Columbia University
  • Catherine DiFelice Box Teachers College, Columbia University
  • Sarah Creider Teachers College, Columbia University

DOI:

https://doi.org/10.1558/japl.17144

Keywords:

classroom discourse, conversation analysis, ESL (English as a second language), topicalization, unplanned vocabulary instruction, vocabulary

Abstract

Research on vocabulary-learning and teaching has predominantly relied on experimental designs and interviews, in which learning is largely treated as an individual rather than a social process, and factors such as repeated exposure and strategy teaching are highlighted, with a focus on planned vocabulary instruction. Relatively less information exists with regard to how vocabulary, let alone unplanned vocabulary, is taught and learned during naturally occurring classroom interaction. Using data from 28 hours of videotaped interaction from 14 different adult English as a Second Language (ESL) classrooms, this conversation analytic study explores how unplanned issues of vocabulary get problematized in situ either unilaterally or bilaterally. While the unilateral approach involves the teacher problematizing an item without any observable evidence of trouble in prior interaction, such evidence is integral to the bilateral approach. Findings of this study may constitute a useful resource for strengthening the professional practice of systematically handling unplanned vocabulary instruction in the language classroom.

Author Biographies

  • Hansun Zhang Waring, Teachers College, Columbia University

    Hansun Zhang Waring is Associate Professor of Linguistics and Education at Teachers College, Columbia University with a specialty in the discourse of teaching and learning. Her conversation analytic work has appeared in leading discourse journals such as Research on Language and Social Interaction and Journal of Pragmatics, as well as leading applied linguistics journals such as Applied Linguistics and Language Learning. She is on the editorial board of Classroom Discourse and Linguistics and Education and is co-author (with Jean Wong) of Conversation Analysis and Second Language Pedagogy (Routledge, 2010). Her most recent book is Theorizing Pedagogical Interaction: Insights from Conversation Analysis (Routledge, 2016).

  • Catherine DiFelice Box, Teachers College, Columbia University

    Catherine DiFelice Box is a doctoral student and full-time instructor in Applied Linguistics at Teachers College, Columbia University. Her research focuses on talk in educational settings, particularly in multilingual contexts. A central tenet of her work is the conversation analytic framework to study naturally-occurring interaction between teachers and students, and between teacher trainers and pre-service teachers. A former executive board member of New York State TESOL, she also conducts teacher-training workshops at universities statewide and designs curriculum programs welcoming linguistically diverse students across the United States.

  • Sarah Creider, Teachers College, Columbia University

    Sarah Creider received her doctorate in Applied Linguistics from Teachers College, Columbia University. Her interests include conversation analysis, institutional discourse, teacher–student interaction, and teacher training. Her current research focuses on multi-modal analyses of teacher–student interactions, and on how teachers encourage student participation without asking questions. Sarah has taught English as a second language in Europe and the US and specializes in curriculum and methods for adults with limited first language literacy. She is an adjunct assistant professor at Teachers College and Hunter College. Sarah’s work has been published in the Journal of Contemporary Foreign Language Studies; Learning, Culture, & Social Interaction; Discourse Studies; Language and Information Society; and Working Papers in TESOL & Applied Linguistics. A co-authored article will appear later this year in the Journal of Applied Linguistics and Professional Practice.

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Published

2016-10-18

Issue

Section

Articles

How to Cite

Waring, H. Z., DiFelice Box, C., & Creider, S. (2016). Problematizing vocabulary in the second language classroom: Unilateral and bilateral approaches. Journal of Applied Linguistics and Professional Practice, 10(1), 87-108. https://doi.org/10.1558/japl.17144

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