Ayano Shino is a specially appointed lecturer at the School of Education, Tokyo Gakugei University, Japan. She received her doctorate from Waseda University, Japan, and holds a master’s degree from Waseda University as well as UCL Institute of Education. Her research interests include English education at the primary level, teacher training, classroom discourse analysis and classroom conversation analysis.

• List of Tables and Figure - List of Abbreviations - Acknowledgements - Chapter 1. Introduction - Chapter 2. Literature Review: Sociocultural Theory and Language Learning - Introduction - 2.1 The Concept of Mediation - 2.2 Zone of Proximal Development - 2.3 The Concept of Scaffolding - 2.3.1 Expert-Novice Scaffolding - 2.3.2 Collective Scaffolding Among Peers - 2.4 Languaging: Private Speech and Collaborative Dialogue - 2.4.1 Private Speech - 2.4.2 Collaborative Dialogue - Chapter 3. Literature Review: Classroom Discourse Analysis of Language Learning Classrooms - Introduction - 3.1 The Definition of Classroom Discourse Analysis - 3.2 Rymes’s (2009) Classroom Discourse Analysis Model - 3.3 Teachers’ Questioning - 3.4 Traditional Interaction Patterns in the Classroom: Sinclair and Coulthard’s (1975) and Sinclair and Brazil’s (1982) Descriptive Model (IRF) - 3.5 Non-traditional Interaction Patterns in the Classroom - 3.6 The Use of Discourse Markers - 3.6.1 Definition of Discourse Markers - 3.6.2 Discourse Markers in Classroom Settings - 3.7 L1 Use and Translation in Foreign Language Classrooms - 3.7.1 Functions of L1 Use and Translation by Non-native English Teachers (NNETs) in Foreign Language Classes - 3.7.2 The Use of Learners’ L1 by Native English Teachers (NETs) in Team Teaching Contexts - 3.8 Contextualization Cues and Cultural Assumptions - 3.9 Classroom Discourse and the Use of Face-Saving/Threatening Strategy - Chapter 4. Language Learning in Classrooms: Conversation Analytic Approaches to Description - Introduction - 4.1 Characteristics of Conversation Analysis - 4.1.1 Turn-Taking - 4.1.2 Adjacency Pairs - 4.1.3 Repair - 4.2 Characteristics of Conversation Analysis in Classroom Context - 4.2.1 Adjacency Pairs of Question-and-Answer Sequences in Classroom Contexts - 4.2.2 Repair in Classroom Contexts - 4.2.2.1 Definition of Repair in Classrooms - 4.2.2.2 Other-Initiation of Repair in Classrooms - 4.2.2.3 Repair in Language-Centered and Content-Centered Classroom Contexts - 4.2.2.4 Summary - 4.2.3 Silence in Classroom Contexts - 4.2.4 Repetition in Classroom Contexts - 4.2.4.1 Repetition in Language Classrooms - 4.2.4.2 Repetition in ELF Interactions - Chapter 5. Research Design - Introduction - 5.1 Qualitative Data Collection Methods - 5.1.1 Case study - 5.1.2 Ethnography - 5.2 Specific Sites for the Current Research - 5.2.1 Team Teaching in Japan - 5.2.2 English Education in H City - 5.2.3 English Education in S Primary School - 5.2.4 ALT Meetings in H City - 5.2.5 The ALTs in H City Recruited from Various Countries - 5.3 Data Collection - Chapter 6. Discussion of the Data: Classroom Discourse Analytic Approach - Introduction - 6.1 Enhancing Interlocutors’ Understanding - 6.1.1 The Use of Discourse Markers (by the ALTs) - 6.1.1.1 The Definition of Discourse Markers - 6.1.1.2 Discourse Markers OK and Alright - 6.1.1.2.1 Discourse Marker OK - 6.1.1.2.2 Discourse Marker Alright - 6.1.1.3 The Combined Use of More than Two Discourse Markers - 6.1.1.4 Summary - 6.1.2 The Use of Scaffolding - 6.1.2.1 Scaffolding Used for Step-by-Step Elicitation of an Answer from the Pupils by the HRTs - 6.1.2.2 Scaffolding Used for Marking Critical Features by the ALTs - 6.1.2.3 Collaborative Scaffolding Used for Marking Critical Features and Frustration Control by the ALTs and the HRTs - 6.1.2.4 Scaffolding by the Pupils’ Translation - 6.1.2.5 Summary - 6.1.3 The Use of the Interlocutors’ First Language in Deepening Understanding - 6.1.3.1 The Use of Japanese by the ALTs - 6.1.3.2 The Use of English by the HRTs - 6.1.3.3 Collaborative Use of English and Japanese by the Three Parties - 6.1.3.4 Summary - 6.2 Cultural Sensitivity and Awareness - Chapter 7. Discussion of the Data from a Conversation Analytic Perspective: Repetition and Silence - Introduction - 7.1 Repetition - 7.1.1 Repetition for Securing Understanding by the ALTs - 7.1.2 Repetition for Encouraging the Pupils to Answer by the ALTs and the HRTs - 7.1.3 Repetition for Confirmation - 7.2 Silence - Chapter 8. Discussion of the Data from a Conversation Analytic Perspective: Repair - Introduction - 8.1 Self-initiated Repair - 8.1.1 Self-initiated Self-repair - 8.1.2 A Pupil’s Self-initiated Repair Trial Combined with the ALT’s Clarifying Other-Repair - 8.2 Other-Initiated Repair - 8.2.1 Other-Initiated Self or Other Repair Between the ALT and the Pupils - 8.2.1.1 The ALT’s Other-Initiated Repair of a Pupil’s Trouble Source Inviting Self-repair - 8.2.1.2 The ALT’s Other-Initiated Other Repair of a Pupil’s Trouble Source - 8.2.1.3 The ALT’s Other-Initiated Repair of a Whole Class’s Trouble Source - 8.2.2 Other-Initiated Self/Other-Repair Between the ALT and the HRT - 8.2.3 The ALT’s Failure to Understand the Pupil’s Utterance (Failed and Discarded Repair-Sequences) - Chapter 9. Conclusion and Implications for Language Pedagogy - 9.1 Summary of Findings from the Present Research - 9.2 Implications for Primary School Team Teaching - 9.2.1 Use of Interlocutors’ L1 - 9.2.2 How to Cope with Interlocutors’ Irregular Use of English/Japanese - 9.2.3 HRTs and ALTs as Language Learner/User Models - 9.2.4 Teacher Training with Video-Recorded English Lessons - 9.3 Limitations of the Present Research - 9.4 Final Discussion - Bibliography - Appendix

Ayano Shino is a specially appointed lecturer at the School of Education, Tokyo Gakugei University, Japan. She received her doctorate from Waseda University, Japan, and holds a master’s degree from Waseda University as well as UCL Institute of Education. Her research interests include English education at the primary level, teacher training, classroom discourse analysis and classroom conversation analysis.

• List of Tables and Figure - List of Abbreviations - Acknowledgements - Chapter 1. Introduction - Chapter 2. Literature Review: Sociocultural Theory and Language Learning - Introduction - 2.1 The Concept of Mediation - 2.2 Zone of Proximal Development - 2.3 The Concept of Scaffolding - 2.3.1 Expert-Novice Scaffolding - 2.3.2 Collective Scaffolding Among Peers - 2.4 Languaging: Private Speech and Collaborative Dialogue - 2.4.1 Private Speech - 2.4.2 Collaborative Dialogue - Chapter 3. Literature Review: Classroom Discourse Analysis of Language Learning Classrooms - Introduction - 3.1 The Definition of Classroom Discourse Analysis - 3.2 Rymes’s (2009) Classroom Discourse Analysis Model - 3.3 Teachers’ Questioning - 3.4 Traditional Interaction Patterns in the Classroom: Sinclair and Coulthard’s (1975) and Sinclair and Brazil’s (1982) Descriptive Model (IRF) - 3.5 Non-traditional Interaction Patterns in the Classroom - 3.6 The Use of Discourse Markers - 3.6.1 Definition of Discourse Markers - 3.6.2 Discourse Markers in Classroom Settings - 3.7 L1 Use and Translation in Foreign Language Classrooms - 3.7.1 Functions of L1 Use and Translation by Non-native English Teachers (NNETs) in Foreign Language Classes - 3.7.2 The Use of Learners’ L1 by Native English Teachers (NETs) in Team Teaching Contexts - 3.8 Contextualization Cues and Cultural Assumptions - 3.9 Classroom Discourse and the Use of Face-Saving/Threatening Strategy - Chapter 4. Language Learning in Classrooms: Conversation Analytic Approaches to Description - Introduction - 4.1 Characteristics of Conversation Analysis - 4.1.1 Turn-Taking - 4.1.2 Adjacency Pairs - 4.1.3 Repair - 4.2 Characteristics of Conversation Analysis in Classroom Context - 4.2.1 Adjacency Pairs of Question-and-Answer Sequences in Classroom Contexts - 4.2.2 Repair in Classroom Contexts - 4.2.2.1 Definition of Repair in Classrooms - 4.2.2.2 Other-Initiation of Repair in Classrooms - 4.2.2.3 Repair in Language-Centered and Content-Centered Classroom Contexts - 4.2.2.4 Summary - 4.2.3 Silence in Classroom Contexts - 4.2.4 Repetition in Classroom Contexts - 4.2.4.1 Repetition in Language Classrooms - 4.2.4.2 Repetition in ELF Interactions - Chapter 5. Research Design - Introduction - 5.1 Qualitative Data Collection Methods - 5.1.1 Case study - 5.1.2 Ethnography - 5.2 Specific Sites for the Current Research - 5.2.1 Team Teaching in Japan - 5.2.2 English Education in H City - 5.2.3 English Education in S Primary School - 5.2.4 ALT Meetings in H City - 5.2.5 The ALTs in H City Recruited from Various Countries - 5.3 Data Collection - Chapter 6. Discussion of the Data: Classroom Discourse Analytic Approach - Introduction - 6.1 Enhancing Interlocutors’ Understanding - 6.1.1 The Use of Discourse Markers (by the ALTs) - 6.1.1.1 The Definition of Discourse Markers - 6.1.1.2 Discourse Markers OK and Alright - 6.1.1.2.1 Discourse Marker OK - 6.1.1.2.2 Discourse Marker Alright - 6.1.1.3 The Combined Use of More than Two Discourse Markers - 6.1.1.4 Summary - 6.1.2 The Use of Scaffolding - 6.1.2.1 Scaffolding Used for Step-by-Step Elicitation of an Answer from the Pupils by the HRTs - 6.1.2.2 Scaffolding Used for Marking Critical Features by the ALTs - 6.1.2.3 Collaborative Scaffolding Used for Marking Critical Features and Frustration Control by the ALTs and the HRTs - 6.1.2.4 Scaffolding by the Pupils’ Translation - 6.1.2.5 Summary - 6.1.3 The Use of the Interlocutors’ First Language in Deepening Understanding - 6.1.3.1 The Use of Japanese by the ALTs - 6.1.3.2 The Use of English by the HRTs - 6.1.3.3 Collaborative Use of English and Japanese by the Three Parties - 6.1.3.4 Summary - 6.2 Cultural Sensitivity and Awareness - Chapter 7. Discussion of the Data from a Conversation Analytic Perspective: Repetition and Silence - Introduction - 7.1 Repetition - 7.1.1 Repetition for Securing Understanding by the ALTs - 7.1.2 Repetition for Encouraging the Pupils to Answer by the ALTs and the HRTs - 7.1.3 Repetition for Confirmation - 7.2 Silence - Chapter 8. Discussion of the Data from a Conversation Analytic Perspective: Repair - Introduction - 8.1 Self-initiated Repair - 8.1.1 Self-initiated Self-repair - 8.1.2 A Pupil’s Self-initiated Repair Trial Combined with the ALT’s Clarifying Other-Repair - 8.2 Other-Initiated Repair - 8.2.1 Other-Initiated Self or Other Repair Between the ALT and the Pupils - 8.2.1.1 The ALT’s Other-Initiated Repair of a Pupil’s Trouble Source Inviting Self-repair - 8.2.1.2 The ALT’s Other-Initiated Other Repair of a Pupil’s Trouble Source - 8.2.1.3 The ALT’s Other-Initiated Repair of a Whole Class’s Trouble Source - 8.2.2 Other-Initiated Self/Other-Repair Between the ALT and the HRT - 8.2.3 The ALT’s Failure to Understand the Pupil’s Utterance (Failed and Discarded Repair-Sequences) - Chapter 9. Conclusion and Implications for Language Pedagogy - 9.1 Summary of Findings from the Present Research - 9.2 Implications for Primary School Team Teaching - 9.2.1 Use of Interlocutors’ L1 - 9.2.2 How to Cope with Interlocutors’ Irregular Use of English/Japanese - 9.2.3 HRTs and ALTs as Language Learner/User Models - 9.2.4 Teacher Training with Video-Recorded English Lessons - 9.3 Limitations of the Present Research - 9.4 Final Discussion - Bibliography - Appendix

Ayano Shino is a specially appointed lecturer at the School of Education, Tokyo Gakugei University, Japan. She received her doctorate from Waseda University, Japan, and holds a master’s degree from Waseda University as well as UCL Institute of Education. Her research interests include English education at the primary level, teacher training, classroom discourse analysis and classroom conversation analysis.

• List of Tables and Figure - List of Abbreviations - Acknowledgements - Chapter 1. Introduction - Chapter 2. Literature Review: Sociocultural Theory and Language Learning - Introduction - 2.1 The Concept of Mediation - 2.2 Zone of Proximal Development - 2.3 The Concept of Scaffolding - 2.3.1 Expert-Novice Scaffolding - 2.3.2 Collective Scaffolding Among Peers - 2.4 Languaging: Private Speech and Collaborative Dialogue - 2.4.1 Private Speech - 2.4.2 Collaborative Dialogue - Chapter 3. Literature Review: Classroom Discourse Analysis of Language Learning Classrooms - Introduction - 3.1 The Definition of Classroom Discourse Analysis - 3.2 Rymes’s (2009) Classroom Discourse Analysis Model - 3.3 Teachers’ Questioning - 3.4 Traditional Interaction Patterns in the Classroom: Sinclair and Coulthard’s (1975) and Sinclair and Brazil’s (1982) Descriptive Model (IRF) - 3.5 Non-traditional Interaction Patterns in the Classroom - 3.6 The Use of Discourse Markers - 3.6.1 Definition of Discourse Markers - 3.6.2 Discourse Markers in Classroom Settings - 3.7 L1 Use and Translation in Foreign Language Classrooms - 3.7.1 Functions of L1 Use and Translation by Non-native English Teachers (NNETs) in Foreign Language Classes - 3.7.2 The Use of Learners’ L1 by Native English Teachers (NETs) in Team Teaching Contexts - 3.8 Contextualization Cues and Cultural Assumptions - 3.9 Classroom Discourse and the Use of Face-Saving/Threatening Strategy - Chapter 4. Language Learning in Classrooms: Conversation Analytic Approaches to Description - Introduction - 4.1 Characteristics of Conversation Analysis - 4.1.1 Turn-Taking - 4.1.2 Adjacency Pairs - 4.1.3 Repair - 4.2 Characteristics of Conversation Analysis in Classroom Context - 4.2.1 Adjacency Pairs of Question-and-Answer Sequences in Classroom Contexts - 4.2.2 Repair in Classroom Contexts - 4.2.2.1 Definition of Repair in Classrooms - 4.2.2.2 Other-Initiation of Repair in Classrooms - 4.2.2.3 Repair in Language-Centered and Content-Centered Classroom Contexts - 4.2.2.4 Summary - 4.2.3 Silence in Classroom Contexts - 4.2.4 Repetition in Classroom Contexts - 4.2.4.1 Repetition in Language Classrooms - 4.2.4.2 Repetition in ELF Interactions - Chapter 5. Research Design - Introduction - 5.1 Qualitative Data Collection Methods - 5.1.1 Case study - 5.1.2 Ethnography - 5.2 Specific Sites for the Current Research - 5.2.1 Team Teaching in Japan - 5.2.2 English Education in H City - 5.2.3 English Education in S Primary School - 5.2.4 ALT Meetings in H City - 5.2.5 The ALTs in H City Recruited from Various Countries - 5.3 Data Collection - Chapter 6. Discussion of the Data: Classroom Discourse Analytic Approach - Introduction - 6.1 Enhancing Interlocutors’ Understanding - 6.1.1 The Use of Discourse Markers (by the ALTs) - 6.1.1.1 The Definition of Discourse Markers - 6.1.1.2 Discourse Markers OK and Alright - 6.1.1.2.1 Discourse Marker OK - 6.1.1.2.2 Discourse Marker Alright - 6.1.1.3 The Combined Use of More than Two Discourse Markers - 6.1.1.4 Summary - 6.1.2 The Use of Scaffolding - 6.1.2.1 Scaffolding Used for Step-by-Step Elicitation of an Answer from the Pupils by the HRTs - 6.1.2.2 Scaffolding Used for Marking Critical Features by the ALTs - 6.1.2.3 Collaborative Scaffolding Used for Marking Critical Features and Frustration Control by the ALTs and the HRTs - 6.1.2.4 Scaffolding by the Pupils’ Translation - 6.1.2.5 Summary - 6.1.3 The Use of the Interlocutors’ First Language in Deepening Understanding - 6.1.3.1 The Use of Japanese by the ALTs - 6.1.3.2 The Use of English by the HRTs - 6.1.3.3 Collaborative Use of English and Japanese by the Three Parties - 6.1.3.4 Summary - 6.2 Cultural Sensitivity and Awareness - Chapter 7. Discussion of the Data from a Conversation Analytic Perspective: Repetition and Silence - Introduction - 7.1 Repetition - 7.1.1 Repetition for Securing Understanding by the ALTs - 7.1.2 Repetition for Encouraging the Pupils to Answer by the ALTs and the HRTs - 7.1.3 Repetition for Confirmation - 7.2 Silence - Chapter 8. Discussion of the Data from a Conversation Analytic Perspective: Repair - Introduction - 8.1 Self-initiated Repair - 8.1.1 Self-initiated Self-repair - 8.1.2 A Pupil’s Self-initiated Repair Trial Combined with the ALT’s Clarifying Other-Repair - 8.2 Other-Initiated Repair - 8.2.1 Other-Initiated Self or Other Repair Between the ALT and the Pupils - 8.2.1.1 The ALT’s Other-Initiated Repair of a Pupil’s Trouble Source Inviting Self-repair - 8.2.1.2 The ALT’s Other-Initiated Other Repair of a Pupil’s Trouble Source - 8.2.1.3 The ALT’s Other-Initiated Repair of a Whole Class’s Trouble Source - 8.2.2 Other-Initiated Self/Other-Repair Between the ALT and the HRT - 8.2.3 The ALT’s Failure to Understand the Pupil’s Utterance (Failed and Discarded Repair-Sequences) - Chapter 9. Conclusion and Implications for Language Pedagogy - 9.1 Summary of Findings from the Present Research - 9.2 Implications for Primary School Team Teaching - 9.2.1 Use of Interlocutors’ L1 - 9.2.2 How to Cope with Interlocutors’ Irregular Use of English/Japanese - 9.2.3 HRTs and ALTs as Language Learner/User Models - 9.2.4 Teacher Training with Video-Recorded English Lessons - 9.3 Limitations of the Present Research - 9.4 Final Discussion - Bibliography - Appendix