Teacher-student interaction in classrooms of students with specific learning difficulties learning English as a foreign language

The purpose of the present study was to explore teacher-student interaction in classrooms of students with specific learning difficulties (SpLD) learning English as a foreign language (EFL). This article presents an analysis of data from one of three classrooms involved in a larger-scale research project. The conceptual framework for the analysis and interpretation of the data includes socio-cultural models of teacher-student interaction and examination of deviations from traditional, restricted Initiation-Response-Feedback (IRF) classroom sequences. The main sources of data comprise transcripts of observation notes and video-taped classroom interactions. Results show how one EFL teacher created and increased opportunities for students' participation in learning through her choice of teaching strategies, verbal interaction and mediation. Findings reveal specific interactional strategies, such as deviations from the IRF sequence and the teacher's questioning and feedback style, which appear to facilitate participation and open up opportunities for EFL learning.