Abstract
The study investigates classroom interactions with a focus on teacher talk and how it is influenced by a teacher’s leadership identity in a Chinese as a Foreign Language (CFL) class in Japan. The classroom interaction analysis is based on the Foreign Language Interaction (FLINT) system. It was conducted qualitatively through a case study involving a Chinese teacher who works at a Japanese university. The data were collected through two procedures consisting of video observation, and an interview section. The result revealed that from 12 teacher talk categories in the FLINT system, 9 categories were used by the teacher. The teacher talk time was considerably longer than the student talk time, and the amount of direct influence teacher talk (DITT) was far greater than her indirect influence teacher talk (IITT). Of the IITT categories, providing information and giving corrections were the most frequent ones. In addition, the use of jokes and students’ ideas comprised the least amount of IITT. As a result of the interview with the teacher, it became clear why, despite knowing in her mind the value of student-centered strategies for foreign language education, she still resorted to teacher-centered instruction. This study is expected to provide a new reference, especially for Chinese language teachers, for using teacher talk to encourage students to participate in the teaching and learning process.
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Qu, M. (2023). Classroom Interactions in a Chinese Language Class: Focusing on Teacher Talk. In: Egitim, S., Umemiya, Y. (eds) Leaderful Classroom Pedagogy Through an Interdisciplinary Lens. Springer, Singapore. https://doi.org/10.1007/978-981-99-6655-4_8
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