Turn-Taking Architecture in A Preschool Classroom: A Study of Courtney Chan's Writing Class

Abstract

This study explores the turn-taking architecture in a preschool classroom, employing Conversation Analysis (CA) as its theoretical framework to analyse the interaction between the teacher and the preschooler. A qualitative approach was employed, utilizing data collected through library research. The results demonstrate that the teacher is in charge of starting and giving turns, while the preschoolers participate by responding together, repeating what they hear, and making their own additions. The teacher's verbal and non-verbal utterances assist in shaping the classroom interaction, which gives preschoolers a chance to develop their language abilities and become more socially competent. The turn-constructional component is seen in the teacher's prompts and the preschooler's responses, while the turn-allocation component is seen in how the teacher decides who speaks and when. The study highlights the significance of an architecturally adaptable, yet turn-taking approach in promoting involvement and language acquisition. This study enhances comprehension of how turn-taking mechanisms facilitate language acquisition in a preschool classroom.