Collaborative knowledge-building in English medium instruction through pedagogical storying practices of students
CLASSROOM DISCOURSE, cilt.17, sa.2, ss.185-212, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 17 Sayı: 2
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/19463014.2026.2675246
- Dergi Adı: CLASSROOM DISCOURSE
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Education Source Ultimate (EBSCO)
- Sayfa Sayıları: ss.185-212
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
The research on English Medium Instruction has increasingly shifted its focus towards the dynamics of classroom interaction. However, storytelling as a knowledge-building tool in these settings has yet to be explored. Thus, this study aims to explore how pedagogical storying practices of students interactionally unfold for the co-construction of disciplinary content and how they are positioned within the broader epistemic and social structures of the classroom. The analysed data consists of six hours of video-recorded classroom interactions at a Turkish tertiary institution, drawn from a larger dataset of EMI classroom discourse. The interdisciplinary analytical lens we adopted, combining multimodal Conversation Analysis and the Autonomy dimension of Legitimation Code Theory, reveals that students employ a wide range of interactional and multilingual resources in the pedagogical storying sequences to achieve social and epistemic positions and identities. The turn-taking and sequential organisation of these instances also yield three recurring patterns: (i) self-initiated, (ii) solicited, and (iii) assigned pedagogical storying practices of students. The LCT analysis demonstrates how lecturers manage student stories as external constituents to strategically repurpose them for target disciplinary knowledge-building by using autonomy tours. These findings have implications for the content and design of professional development programs for EMI lecturers.