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    Book clubs in the ESL classroom: a microinteractional analysis of literacy development in adult ESL students

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    Author
    Johnson, Sharon E.
    Chair
    Carr, Richard
    Committee
    Heyne, Eric
    Martelle, Wendy
    Metadata
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    URI
    http://hdl.handle.net/11122/7300
    Abstract
    This study uses conversation analysis to identify literacy development in adult ESL classroom book club discussions. The investigation focuses on the interactions of three university students participating in a six-week book club about Harry Potter and the Sorcerer's Stone. The longitudinal microethnographic analysis reveals the students' development of interactional routines for enacting topic transitions. Two student strategies are examined: (a) the development of a group routine for reading discussion questions aloud; and (b) the use of the transition markers okay and next. The students' establishment of these strategies during the six meetings provides evidence of literacy development during classroom book club discussions. Additionally, the research adds to the currently small corpus of conversation analysis book club studies. Full transcripts for the six book club meetings are also provided.
    Description
    Thesis (M.A.) University of Alaska Fairbanks, 2016
    Date
    2016-12
    Type
    Thesis
    Collections
    English

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