Conversation for co-learning in the eikaiwa classroom

Abstract

This paper discusses how the concept of co-learning and the pedagogy of vulnerability (Brantmeier, 2013) can explain shifts in participation in a language classroom. Its empirical evidence is from our investigation of interactions in an eikaiwa (English conversation) classroom in Japan where small groups of Japanese learners of English are encouraged to converse with a language teacher. Using multimodal Conversation Analysis, we found that the participants showed more active engagement when the teacher reversed his role from a language authority to a cultural novice and when the participants drew on their experience and expertise. In this way, conversation for learning becomes conversation for knowledge co-construction, conversation for perspective-taking, and conversation for co-learning. Fundamental to the conversation for co-learning approach is the pedagogy of vulnerability, in which the traditional authoritative and subordinate relationship between teachers and learners are challenged and reversed.