Using Discourse Analysis to Explore IRF (Initiation-Response-Feedback) Exchanges Between Mainstream Elementary Teachers and English Language Learners

• In Event: Poster Session 7
  In Poster Session: Division D Section 3 Qualitative Research Poster Session

Abstract

As a substantial component of classroom talk, Initiation-Response-Feedback (IRF) exchanges have received considerable attention. Previous studies have focused on either the type of questions or feedback from teachers. Moreover, Conversational Analysis has been used extensively as an analytic tool for detailing IRF exchanges. In this study, presenters reviewed the literature on IRF exchanges in mainstream and ESL/ EFL contexts and used Discourse Analysis to explore IRF exchanges between teachers and ELLs in elementary math and reading classes. The findings from this study provide researchers and educators with a new lens through which to examine IRF exchanges between mainstream teachers and ELLs. The presenters also discussed the strengths and weaknesses of using Discourse Analysis in IRF studies.

Authors

• He Huang, University of Florida

• Yang Qi, University of Florida