Redefining the teacher's positioning as gatekeeper in a Portuguese as a Foreign Language class in Macau

References

• Bakhtin, M.M. 1986. Speech genres and other late essays, trans. Vern W. McGee. Texas: University of Texas Press.
   Google Scholar
• Biggs, J., and D. Watkins. 2001. Insights into teaching the Chinese learner. In Teaching the Chinese learner, ed. J. Biggs and D. Watkins, 277–300. Hong Kong/Camberwell: CERC & ACER.
   Google Scholar
• Björk-Willén, P. 2008. Routine trouble: How preschool children participate in multilingual instruction. Applied Linguistics 29, no.4: 555–577. 10.1093/applin/amm051
   Web of Science ®Google Scholar
• Candela, A. 1999. Students' power in classroom discourse. Linguistics and Education 10, no.2: 139–163. 10.1016/S0898-5898(99)80107-7
   Google Scholar
• Candela, A. 2005. Students' participation as co-authoring of school institutional practices. Culture & Psychology 11, no.3: 321–337. 10.1177/1354067X05055523
   Web of Science ®Google Scholar
• Candela, A. 2013. Dialogue between cultures in Tzeltal teachers' cultural discourse: Co-construction of an intercultural proposal for science education. Journal of Multicultural Discourses 8, no.2: 93–112. 10.1080/17447143.2012.756492
   Google Scholar
• Cazden, C.B. 1988. The teacher talk. In Classroom discourse: The language of teaching and learning, ed. C.B. Cazden, 159–181. Portsmouth: H.E.B. Heinemann.
   Google Scholar
• Dervin, F. 2011. A plea for change in research on intercultural discourses: A ‘liquid’ approach to the study of the acculturation of Chinese students. Journal of Multicultural Discourses 6, no.1: 37–52. 10.1080/17447143.2010.532218
   Google Scholar
• Diamond, J. 1996. Status and power in verbal interaction. Amsterdam/Philadelphia: John Benjamins.
   Google Scholar
• Erickson, F. 1982. Classroom discourse as improvisation: Relationships between academic task structure and social participation structure in lessons. In Communicating in the classroom, ed. L.C. Wilkinson, 153–182. New York: AP Academic Press.
   Google Scholar
• Erickson, F. 1986. Qualitative methods of educational research. In Handbook of research on teaching, ed. M.C. Wittrock, 119–161. New York: Macmillan.
   Google Scholar
• Erickson, F. 1996. Ethnographic microanalysis of interaction. In Sociolinguistics and language teaching, ed. S.L. Mckay and N.H. Hornberger, 283–307. New York: Cambridge University Press.
   Google Scholar
• Erickson, F., and G. Mohatt. 1982. Cultural organization of participation structures in two classrooms of Indian students. In Doing the ethnography of schooling. Educational anthropology in action, ed. G. Splinder, 131–174. New York: Holt, Rinehart & Winston.
   Google Scholar
• Fairclough, N. 1992. Discourse and social change. Cambridge: Polity Press.
   Google Scholar
• Goffman, E. 1959. The presentation of self in everyday life. New York: Doubleday Anchor Books.
   Google Scholar
• Goodwin, M.H. 2006. Participation, affect and trajectory in family directive/response sequences. Text & Talk 26, no.4/5: 525–543.
   Google Scholar
• Hall, J.K., and T. Smotova. 2013. Teacher self-talk: Interactional resource for managing instruction and eliciting empathy. Journal of Pragmatics 47, no.1: 75–92. 10.1016/j.pragma.2012.11.017
   Web of Science ®Google Scholar
• Heras, A.I. 1994. The construction of understanding in a sixth-grade bilingual classroom. Linguistics and Education 5, no.3/4: 275–299.
   Google Scholar
• Jones, R., and J. Thornborrow. 2004. Floors, talk and the organization of classroom activities. Language in Society 33, no.3: 399–423. 10.1017/S0047404504043040
   Web of Science ®Google Scholar
• Lee, Y.A. 2007. Third turn position in teacher talk: Contingency and the work of teaching. Journal of Pragmatics 39, no.1: 180–206. 10.1016/j.pragma.2006.02.004
   Web of Science ®Google Scholar
• Lerner, G.H. 1995. Turn design and the organization of participation in instructional activities. Discourse Processes 19, no.1: 111–131. 10.1080/01638539109544907
   Web of Science ®Google Scholar
• Levinson, S.C. 1988. Putting linguistics on a proper footing: Explorations in Goffman's concepts of participation. In Exploring the interaction order, ed. P. Drew and A. Wooton, 161–227. Cambridge: Polity Press.
   Google Scholar
• Markee, N., and G. Kasper. 2004. Classroom talks: An introduction. The Modern Language Journal 88, no.4: 491–500. 10.1111/j.0026-7902.2004.t01-14-.x
   Web of Science ®Google Scholar
• Mchoul, A. 1978. The organization of turns at formal talk in the classroom. Language & Society 7, no.1: 181–213.
   Google Scholar
• Mehan, H. 1982. The structure of classroom events and their consequences for student performance. In Children in and out of school, ed. P. Gilmore and A.A. Glatthorn, 59–87. Washington, DC: Center of Applied Linguistics.
   Google Scholar
• Milans, M.P. 2006. Spanish education and Chinese immigrants in a new multicultural context: Cross-cultural and interactive perspectives in the study of language teaching methods. Journal of Multicultural Discourses 1, no.1: 60–85. 10.1080/10382040608668532
   Google Scholar
• O'Connor, M.C., and S. Michaels. 1996. Shifting participant frameworks: Orchestrating thinking practices in group discussion. In Discourse, learning and schooling, ed. D. Hicks, 63–103. New York: Cambridge University Press.
   Google Scholar
• On, L.W. 1999. The cultural context for Chinese learners: Conceptions of learning in the Confucian tradition. In The Chinese learner: Cultural, psychological and contextual Influences, ed. J. Biggs and D.A. Watkins, 24–41. Hong Kong/Camberwell: CERC& ACER.
   Google Scholar
• Rampton, B. 2006. Language in late modernity: Interaction in an urban school. Cambridge: Cambridge University Press.
   Google Scholar
• Sacks, H., E. Schegloff, and G. Jefferson. 1974. A simplest systematics for the organization of turn-taking for conversation. Language v. 50, no.4: 696–735. 10.2307/412243
   Web of Science ®Google Scholar
• Shultz, J.J., S. Florio, and F. Erickson. 1982 Where's the floor? Aspects of the cultural organization of social relationships in communication at home and in school. In Children in and out of school, ed. P. Gilmore and A.A. Glatthorn, 88–123. Washington, DC: Center of Applied Linguistics.
   Google Scholar
• Shi-xu. 2005. A cultural approach to discourse. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Sinclair, J., and M. Coulthard. 1975. Towards an analysis of discourse. Oxford: Oxford University Press.
   Google Scholar
• Stubbs, M. 1976. Keeping in touch: Some functions of teacher-talk. In Explorations in classroom observations, ed. M. Stubbs and S. Delamont, 151–172. London: John Wiley & Sons.
   Google Scholar
• Stubbs, M. 1983. Discourse analysis: The sociolinguistic analysis of natural language. Chicago, IL: University of Chicago Press.
   Google Scholar
• Van Langenhove, L., and R. Harré. 1999. Introducing positioning theory. In Positioning theory: Moral contexts of intentional action, ed. L. van Langenhove and R. Harré, 14–31. Oxford: Blackwell.
   Google Scholar
• Volet, S., and Renshaw, P. 1999. Chinese students at an Australian university: Adaptability and continuity. In The Chinese learner: Cultural, psychological and contextual influences, ed. J. Biggs and D.A. Watkins, 205–220. Hong Kong/Camberwell: CERC& ACER.
   Google Scholar
• Young, R.F., and E.R. Miller. 2004. Learning as changing participation: Discourse roles in ESL writing conferences. The Modern Language Journal 88, no.4: 519–535. 10.1111/j.0026-7902.2004.t01-16-.x
   Web of Science ®Google Scholar