VOICES FROM TEAM-TEACHING CLASSROOMS: A CASE STUDY IN JUNIOR HIGH SCHOOLS IN JAPAN

Naoki Fujimoto-Adamson

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VOICES FROM TEAM-TEACHING CLASSROOMS: A CASE STUDY IN JUNIOR HIGH SCHOOLS IN JAPAN

机译：课堂教学中的声音：以日本初中为例

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Although the national policy advocates equality in the team-teaching partnership, the two cases presented here clearly illustrate unequal practices. Case A shows the JTL's power in giving the follow-up move, commonly one of an evaluative nature. In contrast, the ALT in Case B took the follow-up move by himself; however, without the JTL's assistance in the initiating move of the exchange, he would not have elicited a successful student response.

机译：尽管国家政策在团队教学伙伴关系中倡导平等，但这里提出的两个案例清楚地说明了不平等的作法。案例A显示了JTL采取后续行动的能力，通常是评估性质。相反，案例B中的ALT自己采取了后续行动；但是，如果没有JTL的协助来进行交流，他就不会引起学生的成功回应。

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来源
《Business communication quarterly》 |2010年第2期|P.200-205|共6页
作者
Naoki Fujimoto-Adamson;
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University of Niigata Prefecture;

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正文语种 eng
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VOICES FROM TEAM-TEACHING CLASSROOMS: A CASE STUDY IN JUNIOR HIGH SCHOOLS IN JAPAN

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