Navigating claims of insufficient knowledge in one-on-one Chinese tutoring: A special case of teacher-student engagement.
- Published in:
- Chinese as a Second Language, 2024, v. 59, n. 3, p. 385, doi. 10.1075/csl.00065.tsa
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- Article
Works matching IS 2451828X AND DT 2024 AND VI 59 AND IP 3
Results: 7
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Managing attention and participation in classroom interaction: The discourse marker/particle lái in Chinese as a Second Language classrooms.
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- Chinese as a Second Language, 2024, v. 59, n. 3, p. 332, doi. 10.1075/csl.00062.wu
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- Article
3
A multimodal approach to the collective engagement device 'yìqǐ V' in the CSL/CFL classroom.
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- Chinese as a Second Language, 2024, v. 59, n. 3, p. 308, doi. 10.1075/csl.00060.jeo
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- Article
4
Multimodal resources for managing student participation after unsuccessful designedly incomplete utterances in CSL classrooms.
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- Chinese as a Second Language, 2024, v. 59, n. 3, p. 279, doi. 10.1075/csl.00059.wan
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- Article
5
What's next after a correct answer: Maximizing engagement by shifting participation frameworks in the Chinese as a second language classroom.
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- Chinese as a Second Language, 2024, v. 59, n. 3, p. 251, doi. 10.1075/csl.00055.zho
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- Article
6
Teacher-student engagement patterns in CSL classrooms and beyond: Video-based multimodal analyses.
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- Chinese as a Second Language, 2024, v. 59, n. 3, p. 239, doi. 10.1075/csl.00054.zho
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- Article
7
The versatility of assessments as an interactional resource in CSL classrooms: A multimodal analysis.
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- Chinese as a Second Language, 2024, v. 59, n. 3, p. 358, doi. 10.1075/csl.00061.ren
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- Article