A discourse-based evaluation of a classroom peer teaching project
-
Paul Mennim [1]
-
[1] Law Faculty of Aoyama Gakuin University, Tokyo
-
- Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 71, Nº 1, 2017, págs. 37-49
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
- Dialnet Métricas: 1 Cita
-
Resumen
The use of peer teaching in the language classroom offers a creative way for students to participate more fully in the learning process. Previous studies have reported that peer taught lessons bring benefits such as improved motivation, enhanced learning, and authentic communication. This article evaluates the practice of peer teaching by examining classroom interaction to see how these benefits are produced. It focuses specifically on the discourse generated by Japanese university students as they worked together during peer taught lessons. Classroom interaction was recorded and considered in terms of its instructional value. Excerpts of interaction presented in the article reveal how the student-teachers encouraged participation and thought carefully about how to assist and support their peers. By fostering discourse that was collaborative in nature, peer teaching gave rise to learning opportunities relating to lesson content and language development.
