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Investigating Classroom Discourse by Steve Walsh Pdf
Introducing language use and interaction as the basis of good teaching and learning, this invaluable book equips teachers and researchers with the tools to analyze classroom discourse and move towards more effective instruction. Presenting an overview of existing approaches to describing and analyzing classroom discourse, Steve Walsh identifies the principal characteristics of classroom language in the contexts of second language classrooms, primary and secondary classrooms, and higher education settings. A distinct feature of the book are the classroom recordings and reflective feedback interviews from a sample group of teachers that Walsh uses to put forward SETT (Self Evaluation of Teacher Talk) as a framework for examining discourse within the classroom. This framework is used to identify different modes of discourse, which are employed by teachers and students, to increase awareness of the importance of interaction, and to maximize learning opportunities. This book will appeal to applied linguists, teachers and researchers of TESOL, as well as practitioners on MEd or taught doctorate programmes.
Classroom Discourse and Teacher Development by Steve Walsh Pdf
This textbook shows how classroom discourse can be applied to develop and improve teaching. Combining examples from everyday practice with theoretical approaches, it provides a comprehensive account of current perspectives on classroom discourse.
Investigating Classroom Talk by A. Edwards,D. P. G. Westgate Pdf
In this fully revised and extended edition, Tony Edwards and David Westgate continue to examine methods of investigation for use in classrooms and ways in which researchers and teachers may advance their knowledge of classroom talk. They have taken the opportunity to add material on oracy and the importance of spoken language in the curriculum.; All research evidence and bibliographic material has been revised and updated. This book should continue to be an important text for a new generation of students and researchers in language and linguistics, social science and education studies.
Classroom Discourse and the Space of Learning by Ference Marton,Amy B.M. Tsui,Pakey P.M. Chik,Po Yuk Ko,Mun Ling Lo Pdf
Classroom Discourse and the Space of Learning is about learning in schools and the central role of language in learning. The investigations of learning it reports are based on two premises: First, whatever you are trying to learn, there are certain necessary conditions for succeeding--although you cannot be sure that learning will take place when those conditions are met, you can be sure that no learning will occur if they are not. The limits of what is possible to learn is what the authors call "the space of learning." Second, language plays a central role in learning--it does not merely convey meaning, it also creates meaning. The book explicates the necessary conditions for successful learning and employs investigations of classroom discourse data to demonstrate how the space of learning is linguistically constituted in the classroom. Classroom Discourse and the Space of Learning: *makes the case that an understanding of how the space of learning is linguistically constituted in the classroom is best achieved through investigating "classroom discourse" and that finding out what the conditions are for successful learning and bringing them about should be the teacher's primary professional task. Thus, it is fundamentally important for teachers and student teachers to be given opportunities to observe different teachers teaching the same thing, and to analyze and reflect on whether the classroom discourse in which they are engaged maximizes or minimizes the conditions for learning; *is both more culturally situated and more generalizable than many other studies of learning in schools. Each case of classroom teaching clearly demonstrates how the specific language, culture, and pedagogy molds what is happening in the classroom, yet at the same time it is possible to generalize from these culturally specific examples the necessary conditions that must be met for the development of any specific capability regardless of where the learning is taking place and what other conditions might be present; and *encompasses both theory and practice--providing a detailed explication of the theory of learning underlying the analyses of classroom teaching reported, along with close analyses of a number of authentic cases of classroom teaching driven by classroom discourse data which have practical relevance for teachers. Intended for researchers and graduate students in education, teacher educators, and student teachers, Classroom Discourse and the Space of Learning is practice- and content-oriented, theoretical, qualitative, empirical, and focused on language, and links teaching and learning in significant new ways.
Routledge Introductions to Applied Linguistics consists of introductory level textbooks covering the core topics in Applied Linguistics, designed for those entering postgraduate studies and language professionals returning to academic study. The books take an innovative "practice to theory" approach, with a ‘back to front’ structure which takes the reader from real life problems and issues in the field, then enters into a discussion of intervention and how to engage with these concerns. The final section concludes by tying the practical issues to theoretical foundations. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section. This book looks particularly at the relationship between language, interaction and learning. Providing a comprehensive account of current perspectives on classroom discourse, the book aims to promote a fuller understanding of interaction, regarded as being central to effective teaching and introduces the concept of classroom interactional competence (CIC). The case is made in this book for a need not only to describe classroom discourse, but to ensure that teachers and learners develop the kind of interactional competence which will result in more engaged, dynamic classrooms where learners are actively involved in the learning process. This approach makes an invaluable resource for language teachers, as well as students of language and education, and language acquisition within the field of applied linguistics.
Social Interaction and L2 Classroom Discourse by Olcay Sert Pdf
This book offers a close investigation of interactional practices in L2 classrooms. With an emphasis on the multimodal and multilingual resources, this is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics.
Classroom Discourse and the Space of Learning by Ference Marton,Amy B.M. Tsui,Pakey P.M. Chik,Po Yuk Ko,Mun Ling Lo Pdf
Classroom Discourse and the Space of Learning is about learning in schools and the central role of language in learning. The investigations of learning it reports are based on two premises: First, whatever you are trying to learn, there are certain necessary conditions for succeeding--although you cannot be sure that learning will take place when those conditions are met, you can be sure that no learning will occur if they are not. The limits of what is possible to learn is what the authors call "the space of learning." Second, language plays a central role in learning--it does not merely convey meaning, it also creates meaning. The book explicates the necessary conditions for successful learning and employs investigations of classroom discourse data to demonstrate how the space of learning is linguistically constituted in the classroom. Classroom Discourse and the Space of Learning: *makes the case that an understanding of how the space of learning is linguistically constituted in the classroom is best achieved through investigating "classroom discourse" and that finding out what the conditions are for successful learning and bringing them about should be the teacher's primary professional task. Thus, it is fundamentally important for teachers and student teachers to be given opportunities to observe different teachers teaching the same thing, and to analyze and reflect on whether the classroom discourse in which they are engaged maximizes or minimizes the conditions for learning; *is both more culturally situated and more generalizable than many other studies of learning in schools. Each case of classroom teaching clearly demonstrates how the specific language, culture, and pedagogy molds what is happening in the classroom, yet at the same time it is possible to generalize from these culturally specific examples the necessary conditions that must be met for the development of any specific capability regardless of where the learning is taking place and what other conditions might be present; and *encompasses both theory and practice--providing a detailed explication of the theory of learning underlying the analyses of classroom teaching reported, along with close analyses of a number of authentic cases of classroom teaching driven by classroom discourse data which have practical relevance for teachers. Intended for researchers and graduate students in education, teacher educators, and student teachers, Classroom Discourse and the Space of Learning is practice- and content-oriented, theoretical, qualitative, empirical, and focused on language, and links teaching and learning in significant new ways.
This second edition of Classroom Discourse Analysis continues to make techniques widely used in the field of discourse analysis accessible to a broad audience and illustrates their practical application in the study of classroom talk, ideal for upper-level undergraduate and graduate students in discourse analysis, applied linguistics, and anthropology and education. Grounded in a unique tripartite "dimensional approach," individual chapters investigate interactional resources that model forms of discourse analysis teachers may practice in their own classrooms while other chapters provide students with a thorough understanding of how to actually collect and analyse data. The presence of a number of pedagogical features, including activities and exercises and a comprehensive glossary help to enhance students‘ understanding of these key tools in classroom discourse analysis research. Features new to this edition reflect current developments in the field, including: increased coverage of peer interaction in the classroom greater connecting analysis to curricular and policy mandates and standards-based reform movements sample excerpts from actual student classroom discourse analysis assignments a new chapter on the repertoire approach, an increasingly popular method of analysis of particular relevance to today’s multilingual classrooms
Researching Classroom Discourse by Christopher J. Jenks Pdf
This practical guide to doing classroom discourse research provides a comprehensive overview of the research process. Bringing together both discourse analysis and classroom discourse research, this book helps readers to develop the analytic and rhetorical skills needed to conduct, and write about, the discourse of teaching and learning. Offering step-by-step guidance, each chapter is written so that readers can put the theoretical and methodological issues of classroom discourse analysis into practice while writing an academic paper. Chapters are organized around three stages of research: planning, analyzing, and understanding and reporting. Reflective questions and discourse examples are used throughout the book to assist readers. This book is essential reading for modules on classroom discourse or thesis writing and a key supplementary resource for research methods, discourse analysis, or language teaching and learning.
Conversation Analysis and Classroom Management by Revert Klattenberg Pdf
Strategies for successful classroom management have been readily available to practitioners for at least half a century. However, despite the vast body of knowledge available, there appears to be a great deal of scope for further research in terms of developing a more detailed understanding of the interactional details of classroom management practices. Drawing on a corpus of 58 hours of video and audio recordings in English as a Foreign Language classrooms in Germany, the book provides a micro-analytical perspective of foreign language classroom management. It contributes to the body of current research by focusing on how foreign language teachers respond to pupils’ classroom norm violations using interrogative constructions (i.e. interrogative reproaches). Through a Conversation Analytic investigation of these social actions, the paper provides valuable insights into the details of the in-situ production of classroom management strategies and their underlying interactional mechanisms.
This book adds a new perspective to existing research methodology literature on analyzing social interactions in the classroom. Not only does this book introduce multiple research methodologies for analyzing classroom interactions but it also demonstrates these methodologies at work in different empirical research studies. The authors of this book are all internationally well recognized for their research work on the social life of classrooms, and now, for the first time, they provide concrete accounts of the ways in which the theories and methodologies they have chosen to guide their research work function in action. These 'black boxes’ or 'tacit knowledge' of conducting different types of analyses on classroom interaction have seldom been opened up in such a concrete way in the existing research literature. This book is an edited collection of papers introducing strands of research on classroom interaction whose logic of inquiry illuminate different approaches, analyses, and interpretations of social interactions and discourses in contemporary classroom settings. The methodological approaches discussed draw on studies of language and discourse, ethnography, as well as on sociological, psychological, and domain-specific analyses. In recognizing the complexity and challenges in mapping out the complex research territory focusing on classroom interactions, the prime goal of the book is to build a complimentary context for discussion of the ways in which different approaches to classroom interaction are realized and how they produce different analyses because of their purpose, conceptual framework, and methodological choice. The illumination of diverse approaches to classroom interaction and discourse is believed to demonstrate the potential and challenges each strand of research is likely to bring towards understanding the psychological, social and cultural life of the classroom and how these mediate the situated practice of teaching and learning in today’s schooling. This book is targeted towards researchers and graduate students working within the field of social sciences, education and psychology. It also makes an excellent text for courses in research methodology, education, and related fields.
In this fully revised and extended edition, Tony Edwards and David Westgate continue to examine methods of investigation for use in classrooms and ways in which researchers and teachers may advance their knowledge of classroom talk. They have taken the opportunity to add material on oracy and the importance of spoken language in the curriculum.; All research evidence and bibliographic material has been revised and updated. This book should continue to be an important text for a new generation of students and researchers in language and linguistics, social science and education studies.
Research Methods for Classroom Discourse by Jenni Ingram,Victoria Elliott Pdf
Language, both spoken and written, is key to understanding learning processes in the classroom. Research Methods for Classroom Discourse is for those who want to investigate spoken interaction or other discourse in the classroom. It lays out clearly the different approaches which are possible, identifying the key principles of each. It addresses the differences between them and the consequences these differences might have for teachers and researchers. Each approach is outlined in terms of practical methods advice, reasons for use, and case studies in which the approach has been used in classroom discourse. Common approaches such as conversation analysis, positioning theory, and critical discourse analysis are included alongside more specialised approaches such as discursive psychology and corpus linguistics. The context of classroom research is used to frame all discussions, with connections to other uses and applications where it can enhance the research being undertaken. The authors demonstrate the relationship between these different theoretical approaches through considering particular applications to common topics within classroom research, such as multilingual learners, knowledge/ knowing and identity. The authors assume no prior knowledge of technical terms and a glossary of key term terms is included. Practical issues such as ethics, data collection and transcription are an integral part of the discussion throughout, providing students with all the knowledge needed to embark upon a successful research project in this area.
Investigating Media Discourse by ANNE O'KEEFFE Pdf
Investigating Media Discourse explores spoken interactions in the media, drawing on contemporary sources from the English speaking world including chat shows, radio phone-ins and political interviews with leaders such as Tony Blair and George W.Bush. The main theoretical framework used in this work is influenced by Goffman, where each media encounter is viewed as a three-way participation framework involving the broadcaster, interviewee and audience, all of whom shape the interaction. The spoken media interactions are analysed from this viewpoint to illustrate how they are managed, how pseudo-relationships are established and maintained and how ‘others’ are created. O’Keefe brings together methodologies of discourse analysis, conversation analysis and corpus linguistics allowing the media extracts to be explored from different perspectives whilst providing multiple insights. Investigating Media Discourse will appeal to students and researchers of applied linguistics, english language and media. Anne O’Keeffe is Lecturer in Applied Linguistics at the Department of English Language and Literature, Mary Immaculate College, University of Limerick, Ireland.
