Reconceptualizing language teaching: an in-service teacher education course in uzbekistan
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Implicit
Explicit Mediation Helping the teacher along (not with supervisory- related issues) Request for clarification Reminding teacher of specific issues Asking the teacher to reflect Connect to coursework Providing cultural connections Telling the teacher there is a problem Providing an explanation of the problem Providing observation notes – factual data Asking the teacher to come up with own solution Providing an alternative Modelling what to do or say Telling the teacher exactly what to do Figure Eight. Mediational Moves. 3) Reciprocity Reciprocity is how the teacher responds to the mediational moves above, which can range from low to high. Low High Reciprocity Unresponsive Repeats mediation Back channelling – minimum linguistic response Attempts to respond to mediation Provides solution (not her own) Expresses shock Requests additional help Offers explanation Accepts mediated assistance Rejects mediated assistance Provides own solution Figure Nine. Reciprocity Moves. 200 RECONCEPTUALIZING LANGUAGE TEACHING REFLECTION Look at the Mediational and Reciprocity Tables above – do you see a relationship between mediational moves and reciprocity? What kind of feedback would you prefer? TASK Find a partner in the class who you would like to get to know more. Introduce yourself to each other. After each introduction, please answer the following three questions: 1. Did you find the speaker’s self-introduction easy to understand? Explain why or why not. 2. How did the speaker conclude? Was it an appropriate conclu- sion? Do you have any other suggestions for the speaker? 3. What suggestions for improvement can you give the speaker? Then, after you have answered the three questions above, please think about how you can offer suggestions and criticisms in an appro- priate way that will lead to intersubjectivity. Then please conduct a short feedback session. SUMMARY This section addressed how Uzbek language teachers can provide ap- propriate feedback to colleagues for professional development. Thus, the feedback you will be providing for your colleagues from now on, will bet- ter support their teaching practices when they should conduct the micro- teaching event. HOMEWORK TASK – NOT REQUIRED, BUT RECOMMENDED After the classroom observation of your partner in the Homework Task from Section 6.1, please read over your observation notes. Then, decide how you want to have a post-observation conference with this teacher. Conduct a post-observation conference and audio record it with your phone. Write a brief reflection (1 page) about if you feel you ‘achieved inter- subjectivity’ – a balance between mediational moves (by you) and appro- priate reciprocity (by the observed teacher). 201 CHAPTER SIX: CLASSROOM OBSERVATION, FEEDBACK, AND LANGUAGE TEACHING REFERENCES 1. Corson, D. (1995). Discursive power in educational organizations: An introduction. In David Corson (Ed.), Discourse and power in edu- cational organizations (pp. 3-15). Cresskill, NJ: Hampton Press. 2. Walqui, A., & van Lier, L. (2010). Scaffolding the academic success of adolescent English language learners: A pedagogy of promise . San Francisco, CA: WestEd. |
