1887
Volume 59, Issue 3
  • ISSN 2451-828x
  • E-ISSN: 2451-8298
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Abstract

Abstract

This study investigates how expert teachers of Chinese as a second language (CSL) shift the participation framework from a dyadic conversation between the teacher and an individual student (T-S) to a three-party conversation between the teacher, the individual student, and other students (S-T-SSS), specifically, after the individual student provides a sufficient response. Data analysis of college-level CSL classroom recordings shows that these shifts appear in different sequential positions to complete three common pedagogical actions, including eliciting a choral repetition, highlighting important information, and displaying an affective stance. Expert teachers orchestrate a variety of multimodal semiotic resources to perform such shifts and pedagogical actions, which maximize student engagement in multiple dimensions in the CSL classroom.

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/content/journals/10.1075/csl.00055.zho
2025-04-15
2025-11-10
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