The present study examines the interactional organization of EFL collaborative teaching interaction by focusing on the teachers’ co-initiation turns. Drawing on conversation analysis, the aim is to produce a fine-grained description of the interactional structure that sets coteaching apart from those of single-teacher classroom interactions. More importantly, the article also seeks to promote a deeper understanding on effective practices that teachers draw on to collaboratively manage their local classroom contingencies, coordinate student participation, and ultimately, to move towards accomplishing the curricular focus of the lesson. The analysis highlights that through the conjoined initiation turns, the teachers were able to elicit the instantaneous participation from the students to present in front of the classroom. In addition, by adjusting and reformulating the scope of each other’s initiation turns, they are also able to efficiently guide the students toward providing the correct response. Such collaboration, as it occurs in situ in the classroom, realizes a particular type of interactional competence that requires close and sensitive monitoring of both the students’ and the other co-teacher’s actions.

1. INTRODUCTION
 2. IRF SEQUENCES AND STUDENT PARTICIPATION
 3. THE STUDY
  3. 1. Participants and Setting
  3. 2. Method of Analysis
 4. ANALYSIS
  4. 1. Co-initiation in an Adjacent Turn
  4. 2. Co-initiation in an Overlapping Turn
 5. DISCUSSION AND CONCLUSION
 REFERENCES

• Josephine Lee(Ewha Womans University)