Teacher-Student Talk in the One to One Writing Conference: Who Talks More and Why?
Keywords:education, writing, conferences
The one to one writing conference between a teacher and student is often viewed as an ideal space for student autonomy. Yet conferences are also instances of 'institutional talk', which are characterised by asymmetry in the relative power each participant enjoys during the interaction and the discursive devices they are able to employ. Much of the literature on conferences has been based on native speakers, yet with an increasingly internationalised populace within UK higher education, there is a need to evaluate international student autonomy, who may face greater challenges due to unfamiliarity with the genre and their spoken linguistic proficiency. This paper derives from an on-going doctoral study that seeks to examine the power relations that occur within the second language writing conference between a teacher and an international student on an International Foundation programme at UCLAN. This study will report on a first step that was taken in measuring conference interaction from a quantitative perspective and relating it to the contextual factors of institutional role and participant beliefs. The findings suggest that teachers dominate the conference interaction in terms of words spoken, turns used and average length of turns. This conversational dominance seems related to the defined roles the institution assigns each participant and the beliefs they carry into the conferences.
LicenseAuthors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- A copy of all published submissions will be archived on the University of Cnetral Lancashire Research Repository - CLoK, preserved, managed and disseminated according to CLoK policies (See CLoK policies)