Table 20 Acts & interacts
From: Language shift: analysing language use in multilingual classroom interactions
Interacts | teacher roles | instructing | presenting | model | |||
knowledge | impart | ||||||
evaluating | check (before evaluating) | ||||||
learners | evaluate | affirm | repeat | ||||
approve | |||||||
praise | |||||||
reject | implicit | qualify | |||||
ignore | |||||||
explicit | negate | ||||||
admonish | |||||||
directing | direct | ||||||
suggest | |||||||
permit | |||||||
learner roles | display | (for evaluation) | |||||
accord | concura | ||||||
demur | |||||||
teacher/learner | invite | ||||||
roles | inquire | ||||||
insist | |||||||
Acts | behaviouralacts | learners | behaviour | ||||
display | |||||||
accordance | |||||||
teacher | evaluation | ||||||
teacher/learners | activity | ||||||
conscious acts | perceptive | attention | |||||
perception | |||||||
reception | |||||||
cognitive | knowledge | ||||||
choice | |||||||
reasoning | |||||||
conception | |||||||
affective | attitude | ||||||
engagement | |||||||
anticipation | |||||||