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Table 15 Language shift in learning cycles continued

From: Language shift: analysing language use in multilingual classroom interactions

  phase matter interact act
4 T Ada dua, yah? K1 Elaborate L2 sentence invite choice
There are two (options), right?
Ada “the female has large chestnut ear coverts” atau “the female’s ear coverts are large chestnut”.   intramove model choice
There’s “the female has large chestnut ear coverts” or “the female’s ear coverts are large chestnut”.
T Nah kita lihat lagi. dK1    invite perception
Now let’s check again.
Tadi dibilangnya “the female is like non-breeding male”. K1   intermove   
It was mentioned “the female is like non-breeding male”.
T Kita mau lanjutkan dengan “the female’s ear coverts are large chestnut”. K1   intramove model reasoning
We want to continue with “the female’s ear coverts are large chestnut”.
[pointing]
Tapi berarti selanjutnya tidak bisa disambungkan dengan ini, “the non-breeding male”.   intramove model reasoning
But then next we can’t connect that with this, “the non-breeding male.”
Karena ear covertsnya berbeda.   intramove   
(It’s) because their ear coverts are different.
Jadi kita pakai ‘has’ saja ya.   intramove model reasoning
So let’s just use ‘has’.
The female has large chestnut ear coverts.    model knowledge
5 S [scribes sentence up to ‘chestnut’ incorrectly spells ‘chesnut’] K2 Propose spelling display knowledge
T Chestnut. K1 Reject spelling qualify  
[pointing]    direct attention
S [corrects spelling, finishes sentence]    display knowledge
6 T Akhir kalimat pakai apa? dK1 Focus punctuation inquire knowledge
The end of the sentence what do you use?   interrole   
S [puts a period] K2 Propose punctuation display knowledge
T A period! K1 Affirm   repeat display
T Excellent!   praise