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COMMUNICATIVE REPERTOIRES USED BY STUDENTS WITH MULTICULTURAL BACKGROUNDS IN ESL WRITING CLASSROOM
Corresponding Author(s) : Firman Parlindungan
Humanities & Social Sciences Reviews,
Vol. 8 No. 2 (2020): March
Abstract
Purpose of the study: The objective of this study is to describe the communicative repertoires used by students with multicultural backgrounds in an ESL writing classroom. We drew upon the notion of communicative repertoires and English as an International Language (EIL) to explain how gestures, turn-taking habits, and different dialects shaped the interaction among students during the process of English language learning.
Methodology: The research method was a case study in which classroom observation, field notes, interviews, and documentation were carried out as the tools for data collections. The data were then analyzed qualitatively and were discussed within various perspectives from scholars in the related discipline to explain the findings of this study.
Main Findings: We found that the participants used some forms of communicative repertoires (i.e., gestures, turn-takings, and dialects) that are culturally-bound to their own heritage culture. Although the use of these traits was perceived differently among students, these communicative repertoires leveraged their English learning process situated within a dynamic bidirectional classroom interaction.
Applications of this study: This study is applicable in a classroom in which students are from different cultural backgrounds. It might also be useful for a teacher who experiences teaching English for students who are culturally different from her/him. In a wider context, this study can be an additional reference for some areas of English Language Teaching (ELT) disciplines like teaching writing skills or teaching culture.
Novelty/Originality of this study: The findings suggest that English teachers and students need to recognize non-linguistic elements of interaction as tools to heighten the awareness of using the language for learning. The goal is not to achieve elegant language performance, but to widen opportunities in demonstrating communicative competences, so intelligibility can be achieved.
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- Alibali, M. W., & Nathan, M. J. (2007). Teachers’ gestures as a means of scaffolding students’ understanding: Evidence from an early algebra lesson. In R. Goldman, R. Pea, B. Barron, & S.J. Denny (Eds.),Video research in the learning sciences (pp. 349-365). Routledge.
- Al-wossabi, S. A. (2014). Spoken grammar: An urgent necessity in the EFL context. English language teaching, 7(6), 19-26. https://doi.org/10.5539/elt.v7n6p19 DOI: https://doi.org/10.5539/elt.v7n6p19
- Bodine, A. (1975). Androcentrism in prescriptive grammar: Singular ‘they’, sex-indefinite ‘he’, and ‘he or she’1. Language in Society, 4(2), 129-146. https://doi.org/10.1017/S0047404500004607 DOI: https://doi.org/10.1017/S0047404500004607
- Bloome, D., Puro, P., &Theodorou, E. (1989). Procedural display and classroom lessons. Curriculum Inquiry, 19(3), 265-291. https://doi.org/10.1080/03626784.1989.11075331 DOI: https://doi.org/10.1080/03626784.1989.11075331
- Canagarajah, A. S. (1999). Interrogating the native speaker fallacy: non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 77-92). Lawrence Erlbaum Associates.
- Crystal, D. (2003). English as a global language. Cambridge university press. https://doi.org/10.1017/CBO9780511486999 DOI: https://doi.org/10.1017/CBO9780511486999
- Davis, D. R. (2019). World Englishes and descriptive grammars. In B. B. Kachru, Y. Kachru, C. L. Nelson (Eds.), The handbook of world Englishes (pp. 507-522). Wiley-Blackwell. https://doi.org/10.1002/9781119147282.ch28 DOI: https://doi.org/10.1002/9781119147282.ch28
- Demaio, L. (1982). Conversational turn-taking: A salient dimension of children’s language learning. Speech and Language, 8, 159-190. https://doi.org/10.1016/B978-0-12-608608-9.50011-5 DOI: https://doi.org/10.1016/B978-0-12-608608-9.50011-5
- Duff, P. (2012). Case study research. In C. Chapelle (Ed.), The encyclopaedia of applied linguistics. Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0121 DOI: https://doi.org/10.1002/9781405198431.wbeal0121
- Edwards, J. A. (2001). The transcription of discourse. In D. Schiffrin, D. Tannen, & H. Hamilton (Eds.), The handbook of discourse analysis (pp. 321-348). Blackwell.
- Erickson, F. (2004). Talk and social theory: The ecologies of speaking and listening in everyday life. Polity Press.
- Gani, S., Fajrina, D., & Hanifa, R. (2015). Students learning strategies for developing speaking ability. Studies in English Language and Education, 2(1), 16-28. https://doi.org/10.24815/siele.v2i1.2232 DOI: https://doi.org/10.24815/siele.v2i1.2232
- Goldin-Meadow, S. (2005). Hearing gesture: How our hands help us think. Harvard University Press. https://doi.org/10.1016/j.tics.2005.03.006 DOI: https://doi.org/10.2307/j.ctv1w9m9ds
- Goldin-Meadow, S., & Wagner, S. M. (2005). How our hands help us learn. Trends in cognitive sciences, 9(5), 234-241. https://doi.org/10.1016/j.tics.2005.03.006 DOI: https://doi.org/10.1016/j.tics.2005.03.006
- Green, J. (1983). Exploring classroom discourse: Linguistic perspectives on teaching-learning processes. Educational Psychologist, 18(3), 180-199. https://doi.org/10.1080/00461528309529273 DOI: https://doi.org/10.1080/00461528309529273
- Gumperz, J. (1972). The communicative competence of bilinguals: Some hypotheses and suggestions for research. Language in Society, 1(1), 143 – 154. https://doi.org/10.1017/S0047404500006606 DOI: https://doi.org/10.1017/S0047404500006606
- Gumperz, J. (1982). Discourse strategies. Cambridge University Press. https://doi.org/10.1017/CBO9780511611834 DOI: https://doi.org/10.1017/CBO9780511611834
- Gutiérrez, K. D., Bien, A. C., Selland, M. K., & Pierce, D. (2011). Polylingual and polycultural learning ecologies: Mediating emergent academic literacies for dual language learners. Journal of Early Childhood Literacy,11, 232–261. https://doi.org/10.1177/1468798411399273 DOI: https://doi.org/10.1177/1468798411399273
- Hammond, J. (Ed.). (2001). Scaffolding teaching and learning in language and literacy education. Primary English Teaching Association.
- Hellerman, J. (2005). Turn taking in adult ESOL classroom interaction: Practices for interaction in anotherlanguage. Focus on Basics, 8(A). Retrieved from http://ncsall.net/index.php@id=993.html
- Hinkel, E. (2018). Descriptive Versus Prescriptive Grammar. The TESOL Encyclopedia of English Language Teaching, 1-6. https://doi.org/10.1002/9781118784235.eelt0053 DOI: https://doi.org/10.1002/9781118784235.eelt0053
- Hopewell, S. (2011). Leveraging bilingualism to accelerate English reading comprehension. International Journal of Bilingual Education and Bilingualism, 14, 603–620. https://doi.org/10.1080/13670050.2011.564274 DOI: https://doi.org/10.1080/13670050.2011.564274
- Hymes, D. (1974). Foundations in sociolinguistics: An ethnographic approach. University of Pennsylvania Press.
- Ibatova, A., & Smirnova, E. (2019). The effects of dialogue in the process of learning business English. Humanities and Social Sciences Reviews, 7(3), 590-594. https://doi.org/10.18510/hssr.2019.7388 DOI: https://doi.org/10.18510/hssr.2019.7388
- Jiménez, R. T., David, S., Pacheco, M., Risko, V. J., Pray, L., Fagan, K., & Gonzales, M. (2015). Supporting teachers of English language learners by leveraging students’ linguistic strengths. The Reading Teacher, 68, 406–412. https://doi.org/10.1002/trtr.1289 DOI: https://doi.org/10.1002/trtr.1289
- Kachru, B.B. (1992). World Englishes: approaches, issues and resources. Language Teaching, 25(1), 1-14. https://doi.org/10.1017/S0261444800006583 DOI: https://doi.org/10.1017/S0261444800006583
- Kirkland, D. E. (2010). English(es) in urban contexts: Politics, pluralism, and possibilities. English Education, 42, 293-306.
- Lantolf, J. P., & Appel, G. (Eds.). (1994). Vygotskyan approaches to second language research. Ablex.
- Levinson, S.C. (2016). Turn-taking in human communication: Origins and implications for language processing. Trends in Cognitive Science, 20(1), 6-14. https://doi.org/10.1016/j.tics.2015.10.010 DOI: https://doi.org/10.1016/j.tics.2015.10.010
- MartÃnez, R. A. (2010). Spanglish as literacy tool: Toward an understanding of the potential role of Spanish-English code-switching in the development of academic literacy. Research in the Teaching of English, 45(2), 124-149.
- Martinez, D. C., Morales, P. Z., & Aldana, U. S. (2017). Leveraging students’ communicative repertoires as tools for equitable learning. Review of Research in Education, 41, 477-499. https://doi.org/10.3102/0091732X17691741 DOI: https://doi.org/10.3102/0091732X17691741
- Matsuda, A. (2012). Principles and practices of teaching English as an international language. Multilingual Matters. https://doi.org/10.21832/9781847697042 DOI: https://doi.org/10.21832/9781847697042
- Matsuda, A., & Matsuda P. K. (2010). World Englishes and the teaching of writing. TESOL Quarterly, 44(2), 369-374. https://doi.org/10.5054/tq.2010.222222 DOI: https://doi.org/10.5054/tq.2010.222222
- McKay, S. L. (2009). Teaching English as an international language. Oxford University Press.
- Pennycook, A. (2017). The cultural politics of English as an international language. Taylor & Francis. https://doi.org/10.4324/9781315225593 DOI: https://doi.org/10.4324/9781315225593
- Pratolo, B. (2019). Integrating body language into classroom interaction: The key to achieving effective English language teaching. Humanities and Social Sciences Reviews, 7(3), 121-129. https://doi.org/10.18510/hssr.2019.7319 DOI: https://doi.org/10.18510/hssr.2019.7319
- Rodriguez-Gil, M. E. (2003). Ann Fisher, descriptive or prescriptive grammarian? Linguistica e Filoogia, 17, 183-203.
- Rymes, B. (2010). Classroom discourse analysis: A focus on communicative repertoires. In N. H. Hornberger, & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 528-546). Multilingual Matters. https://doi.org/10.21832/9781847692849-021 DOI: https://doi.org/10.21832/9781847692849-021
- Rymes, B. (2012). Recontextualizing YouTube: From macro-micro to mass-mediated communicative repertoires. Anthropology and Education Quarterly, 43(1), 214-227. https://doi.org/10.1111/j.1548-1492.2012.01170.x DOI: https://doi.org/10.1111/j.1548-1492.2012.01170.x
- Rymes, B. (2014). Marking communicative repertoire through metacommentary. In A. Blackledge, & A. Creese (Eds.), Heteroglossia as practice and pedagogy (pp. 301-316). Springer. https://doi.org/10.1007/978-94-007-7856-6_16 DOI: https://doi.org/10.1007/978-94-007-7856-6_16
- Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). Simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696-735. https://doi.org/10.1353/lan.1974.0010 DOI: https://doi.org/10.1353/lan.1974.0010
- Sameer, I. (2017). The analysis of speech acts patterns in two Egyptian inaugural speeches. Studies in English Language and Education, 4(2), 134-147. https://doi.org/10.24815/siele.v4i2.7271 DOI: https://doi.org/10.24815/siele.v4i2.7271
- Seidlhofer, B. (2005). English as a lingua franca. ELT journal, 59(4), 339-341. https://doi.org/10.1093/elt/cci064 DOI: https://doi.org/10.1093/elt/cci064
- Sharqawi, M., & Anthoni, E. (2019). Analyzing the speech act of disagreement produced by Iraqi EFL learners: A gender study. Humanities and Social Sciences Reviews, 7(2), 118-131. https://doi.org/10.18510/hssr.2019.7213 DOI: https://doi.org/10.18510/hssr.2019.7213
- Smith, L. (1976). English as an international auxiliary language. RELC Journal, 7(2), 38-43. https://doi.org/10.1177/003368827600700205 DOI: https://doi.org/10.1177/003368827600700205
- Stivers, T., Enfield, N., Brown, P., Englert, C., Hayashi, M., Heinemann, T., & Levinson, L. (2009). Universals and cultural variation in turn-taking in conversation. Proceeding of the National Academy of Science, 106(26), (pp. 10587-10592), Washington, D. C., U. S. A. https://doi.org/10.1073/pnas.0903616106 DOI: https://doi.org/10.1073/pnas.0903616106
- Tellier, M. (2005). How do teacher’s gestures help young children in second language acquisition?Lyon:International Society of Gesture Studies (ISGS).
- Ulijn, J. M., & Xiangling, L. (1995). Is interrupting impolite? Some temporal aspects of turn-taking in Chinese-Western and other intercultural business encounters. Text-Interdisciplinary Journal for the Study of Discourse, 15(4), 589-628. https://doi.org/10.1515/text.1.1995.15.4.589 DOI: https://doi.org/10.1515/text.1.1995.15.4.589
- Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber, & A. S. Carton (Eds.), The collected works of L. S. Vygotsky (Vol. 1): Problems of general psychology (pp. 39-285). Plenum Press.
- Yin, R. K. (2014). Case study research: Design and methods, 5th Edition. Sage Publications, Inc.
- Young, D. (2018). Contrastive models for turn-taking in English and Japanese. The Language Teacher, 42(3), 9-12. DOI: https://doi.org/10.37546/JALTTLT42.3-2
References
Alibali, M. W., & Nathan, M. J. (2007). Teachers’ gestures as a means of scaffolding students’ understanding: Evidence from an early algebra lesson. In R. Goldman, R. Pea, B. Barron, & S.J. Denny (Eds.),Video research in the learning sciences (pp. 349-365). Routledge.
Al-wossabi, S. A. (2014). Spoken grammar: An urgent necessity in the EFL context. English language teaching, 7(6), 19-26. https://doi.org/10.5539/elt.v7n6p19 DOI: https://doi.org/10.5539/elt.v7n6p19
Bodine, A. (1975). Androcentrism in prescriptive grammar: Singular ‘they’, sex-indefinite ‘he’, and ‘he or she’1. Language in Society, 4(2), 129-146. https://doi.org/10.1017/S0047404500004607 DOI: https://doi.org/10.1017/S0047404500004607
Bloome, D., Puro, P., &Theodorou, E. (1989). Procedural display and classroom lessons. Curriculum Inquiry, 19(3), 265-291. https://doi.org/10.1080/03626784.1989.11075331 DOI: https://doi.org/10.1080/03626784.1989.11075331
Canagarajah, A. S. (1999). Interrogating the native speaker fallacy: non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 77-92). Lawrence Erlbaum Associates.
Crystal, D. (2003). English as a global language. Cambridge university press. https://doi.org/10.1017/CBO9780511486999 DOI: https://doi.org/10.1017/CBO9780511486999
Davis, D. R. (2019). World Englishes and descriptive grammars. In B. B. Kachru, Y. Kachru, C. L. Nelson (Eds.), The handbook of world Englishes (pp. 507-522). Wiley-Blackwell. https://doi.org/10.1002/9781119147282.ch28 DOI: https://doi.org/10.1002/9781119147282.ch28
Demaio, L. (1982). Conversational turn-taking: A salient dimension of children’s language learning. Speech and Language, 8, 159-190. https://doi.org/10.1016/B978-0-12-608608-9.50011-5 DOI: https://doi.org/10.1016/B978-0-12-608608-9.50011-5
Duff, P. (2012). Case study research. In C. Chapelle (Ed.), The encyclopaedia of applied linguistics. Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0121 DOI: https://doi.org/10.1002/9781405198431.wbeal0121
Edwards, J. A. (2001). The transcription of discourse. In D. Schiffrin, D. Tannen, & H. Hamilton (Eds.), The handbook of discourse analysis (pp. 321-348). Blackwell.
Erickson, F. (2004). Talk and social theory: The ecologies of speaking and listening in everyday life. Polity Press.
Gani, S., Fajrina, D., & Hanifa, R. (2015). Students learning strategies for developing speaking ability. Studies in English Language and Education, 2(1), 16-28. https://doi.org/10.24815/siele.v2i1.2232 DOI: https://doi.org/10.24815/siele.v2i1.2232
Goldin-Meadow, S. (2005). Hearing gesture: How our hands help us think. Harvard University Press. https://doi.org/10.1016/j.tics.2005.03.006 DOI: https://doi.org/10.2307/j.ctv1w9m9ds
Goldin-Meadow, S., & Wagner, S. M. (2005). How our hands help us learn. Trends in cognitive sciences, 9(5), 234-241. https://doi.org/10.1016/j.tics.2005.03.006 DOI: https://doi.org/10.1016/j.tics.2005.03.006
Green, J. (1983). Exploring classroom discourse: Linguistic perspectives on teaching-learning processes. Educational Psychologist, 18(3), 180-199. https://doi.org/10.1080/00461528309529273 DOI: https://doi.org/10.1080/00461528309529273
Gumperz, J. (1972). The communicative competence of bilinguals: Some hypotheses and suggestions for research. Language in Society, 1(1), 143 – 154. https://doi.org/10.1017/S0047404500006606 DOI: https://doi.org/10.1017/S0047404500006606
Gumperz, J. (1982). Discourse strategies. Cambridge University Press. https://doi.org/10.1017/CBO9780511611834 DOI: https://doi.org/10.1017/CBO9780511611834
Gutiérrez, K. D., Bien, A. C., Selland, M. K., & Pierce, D. (2011). Polylingual and polycultural learning ecologies: Mediating emergent academic literacies for dual language learners. Journal of Early Childhood Literacy,11, 232–261. https://doi.org/10.1177/1468798411399273 DOI: https://doi.org/10.1177/1468798411399273
Hammond, J. (Ed.). (2001). Scaffolding teaching and learning in language and literacy education. Primary English Teaching Association.
Hellerman, J. (2005). Turn taking in adult ESOL classroom interaction: Practices for interaction in anotherlanguage. Focus on Basics, 8(A). Retrieved from http://ncsall.net/index.php@id=993.html
Hinkel, E. (2018). Descriptive Versus Prescriptive Grammar. The TESOL Encyclopedia of English Language Teaching, 1-6. https://doi.org/10.1002/9781118784235.eelt0053 DOI: https://doi.org/10.1002/9781118784235.eelt0053
Hopewell, S. (2011). Leveraging bilingualism to accelerate English reading comprehension. International Journal of Bilingual Education and Bilingualism, 14, 603–620. https://doi.org/10.1080/13670050.2011.564274 DOI: https://doi.org/10.1080/13670050.2011.564274
Hymes, D. (1974). Foundations in sociolinguistics: An ethnographic approach. University of Pennsylvania Press.
Ibatova, A., & Smirnova, E. (2019). The effects of dialogue in the process of learning business English. Humanities and Social Sciences Reviews, 7(3), 590-594. https://doi.org/10.18510/hssr.2019.7388 DOI: https://doi.org/10.18510/hssr.2019.7388
Jiménez, R. T., David, S., Pacheco, M., Risko, V. J., Pray, L., Fagan, K., & Gonzales, M. (2015). Supporting teachers of English language learners by leveraging students’ linguistic strengths. The Reading Teacher, 68, 406–412. https://doi.org/10.1002/trtr.1289 DOI: https://doi.org/10.1002/trtr.1289
Kachru, B.B. (1992). World Englishes: approaches, issues and resources. Language Teaching, 25(1), 1-14. https://doi.org/10.1017/S0261444800006583 DOI: https://doi.org/10.1017/S0261444800006583
Kirkland, D. E. (2010). English(es) in urban contexts: Politics, pluralism, and possibilities. English Education, 42, 293-306.
Lantolf, J. P., & Appel, G. (Eds.). (1994). Vygotskyan approaches to second language research. Ablex.
Levinson, S.C. (2016). Turn-taking in human communication: Origins and implications for language processing. Trends in Cognitive Science, 20(1), 6-14. https://doi.org/10.1016/j.tics.2015.10.010 DOI: https://doi.org/10.1016/j.tics.2015.10.010
MartÃnez, R. A. (2010). Spanglish as literacy tool: Toward an understanding of the potential role of Spanish-English code-switching in the development of academic literacy. Research in the Teaching of English, 45(2), 124-149.
Martinez, D. C., Morales, P. Z., & Aldana, U. S. (2017). Leveraging students’ communicative repertoires as tools for equitable learning. Review of Research in Education, 41, 477-499. https://doi.org/10.3102/0091732X17691741 DOI: https://doi.org/10.3102/0091732X17691741
Matsuda, A. (2012). Principles and practices of teaching English as an international language. Multilingual Matters. https://doi.org/10.21832/9781847697042 DOI: https://doi.org/10.21832/9781847697042
Matsuda, A., & Matsuda P. K. (2010). World Englishes and the teaching of writing. TESOL Quarterly, 44(2), 369-374. https://doi.org/10.5054/tq.2010.222222 DOI: https://doi.org/10.5054/tq.2010.222222
McKay, S. L. (2009). Teaching English as an international language. Oxford University Press.
Pennycook, A. (2017). The cultural politics of English as an international language. Taylor & Francis. https://doi.org/10.4324/9781315225593 DOI: https://doi.org/10.4324/9781315225593
Pratolo, B. (2019). Integrating body language into classroom interaction: The key to achieving effective English language teaching. Humanities and Social Sciences Reviews, 7(3), 121-129. https://doi.org/10.18510/hssr.2019.7319 DOI: https://doi.org/10.18510/hssr.2019.7319
Rodriguez-Gil, M. E. (2003). Ann Fisher, descriptive or prescriptive grammarian? Linguistica e Filoogia, 17, 183-203.
Rymes, B. (2010). Classroom discourse analysis: A focus on communicative repertoires. In N. H. Hornberger, & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 528-546). Multilingual Matters. https://doi.org/10.21832/9781847692849-021 DOI: https://doi.org/10.21832/9781847692849-021
Rymes, B. (2012). Recontextualizing YouTube: From macro-micro to mass-mediated communicative repertoires. Anthropology and Education Quarterly, 43(1), 214-227. https://doi.org/10.1111/j.1548-1492.2012.01170.x DOI: https://doi.org/10.1111/j.1548-1492.2012.01170.x
Rymes, B. (2014). Marking communicative repertoire through metacommentary. In A. Blackledge, & A. Creese (Eds.), Heteroglossia as practice and pedagogy (pp. 301-316). Springer. https://doi.org/10.1007/978-94-007-7856-6_16 DOI: https://doi.org/10.1007/978-94-007-7856-6_16
Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). Simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696-735. https://doi.org/10.1353/lan.1974.0010 DOI: https://doi.org/10.1353/lan.1974.0010
Sameer, I. (2017). The analysis of speech acts patterns in two Egyptian inaugural speeches. Studies in English Language and Education, 4(2), 134-147. https://doi.org/10.24815/siele.v4i2.7271 DOI: https://doi.org/10.24815/siele.v4i2.7271
Seidlhofer, B. (2005). English as a lingua franca. ELT journal, 59(4), 339-341. https://doi.org/10.1093/elt/cci064 DOI: https://doi.org/10.1093/elt/cci064
Sharqawi, M., & Anthoni, E. (2019). Analyzing the speech act of disagreement produced by Iraqi EFL learners: A gender study. Humanities and Social Sciences Reviews, 7(2), 118-131. https://doi.org/10.18510/hssr.2019.7213 DOI: https://doi.org/10.18510/hssr.2019.7213
Smith, L. (1976). English as an international auxiliary language. RELC Journal, 7(2), 38-43. https://doi.org/10.1177/003368827600700205 DOI: https://doi.org/10.1177/003368827600700205
Stivers, T., Enfield, N., Brown, P., Englert, C., Hayashi, M., Heinemann, T., & Levinson, L. (2009). Universals and cultural variation in turn-taking in conversation. Proceeding of the National Academy of Science, 106(26), (pp. 10587-10592), Washington, D. C., U. S. A. https://doi.org/10.1073/pnas.0903616106 DOI: https://doi.org/10.1073/pnas.0903616106
Tellier, M. (2005). How do teacher’s gestures help young children in second language acquisition?Lyon:International Society of Gesture Studies (ISGS).
Ulijn, J. M., & Xiangling, L. (1995). Is interrupting impolite? Some temporal aspects of turn-taking in Chinese-Western and other intercultural business encounters. Text-Interdisciplinary Journal for the Study of Discourse, 15(4), 589-628. https://doi.org/10.1515/text.1.1995.15.4.589 DOI: https://doi.org/10.1515/text.1.1995.15.4.589
Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber, & A. S. Carton (Eds.), The collected works of L. S. Vygotsky (Vol. 1): Problems of general psychology (pp. 39-285). Plenum Press.
Yin, R. K. (2014). Case study research: Design and methods, 5th Edition. Sage Publications, Inc.
Young, D. (2018). Contrastive models for turn-taking in English and Japanese. The Language Teacher, 42(3), 9-12. DOI: https://doi.org/10.37546/JALTTLT42.3-2