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'They Leave Their Babies Where?': The Case of Repair-Driven Learner Explanation in an Adult ESL Conversation Class

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Title: 'They Leave Their Babies Where?': The Case of Repair-Driven Learner Explanation in an Adult ESL Conversation Class
Language: English
Authors: Cicely Rude
Source: Studies in Applied Linguistics & TESOL. 2024 24(2):4-9.
Availability: Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu
Peer Reviewed: Y
Page Count: 6
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Adults, Adult Education, English Learners, Conversational Language Courses, Communicative Competence (Languages), Speech Communication, Standard Spoken Usage, Error Correction, Error Analysis (Language)
ISSN: 2576-2907
Abstract: In a world in which rampant misinformation and partial truths can spread like wildfire, adult English as a Second Language (ESL) conversation classes can become fertile ground for unplanned discussions about unexpected information. When a student introduces new information, it can lead to repair-driven side sequences in which student explanations take center stage. These moments not only help clarify misunderstandings but also provide valuable opportunities for learners to strengthen their interactional competence and navigate nuanced communication challenges in the target language.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460024
Database: ERIC
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  Data: 'They Leave Their Babies Where?': The Case of Repair-Driven Learner Explanation in an Adult ESL Conversation Class
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  Data: Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu
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  Data: In a world in which rampant misinformation and partial truths can spread like wildfire, adult English as a Second Language (ESL) conversation classes can become fertile ground for unplanned discussions about unexpected information. When a student introduces new information, it can lead to repair-driven side sequences in which student explanations take center stage. These moments not only help clarify misunderstandings but also provide valuable opportunities for learners to strengthen their interactional competence and navigate nuanced communication challenges in the target language.
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