Details

The Handbook of Classroom Discourse and Interaction


The Handbook of Classroom Discourse and Interaction


Blackwell Handbooks in Linguistics 1. Aufl.

von: Numa Markee

53,99 €

Verlag: Wiley-Blackwell
Format: EPUB
Veröffentl.: 04.05.2015
ISBN/EAN: 9781118531211
Sprache: englisch
Anzahl Seiten: 560

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Beschreibungen

<p>Offering an interdisciplinary approach, <i>The Handbook of Classroom Discourse and Interaction</i> presents a series of contributions written by educators and applied linguists that explores the latest research methodologies and theories related to classroom language.</p> <p>• Organized to facilitate a critical understanding of how and why various research traditions differ and how they overlap theoretically and methodologically</p> <p>• Discusses key issues in the future development of research in critical areas of education and applied linguistics</p> <p>• Provides empirically-based analysis of classroom talk to illustrate theoretical claims and methodologies</p> <p>• Includes multimodal transcripts, an emerging trend in education and applied linguistics, particularly in conversation analysis and sociocultural theory</p>
<p>Notes on Contributors x</p> <p>Acknowledgements xvi</p> <p><b>Part I Preliminary Matters 1</b></p> <p>1 Introduction: Classroom Discourse and Interaction Research 3 <br /><i>Numa Markee</i></p> <p><b>Part II Research Methodologies and Assessment 21</b></p> <p>Overview of the Research Methodologies and Assessment Section 23<br /><i>Numa Markee</i></p> <p>2 Developing a Multi‐faceted Research Process: An Ethnographic Perspective for Reading Across Traditions 26<br /><i>Judith L. Green, Maria Lúcia Castanheira, Audra Skukauskaite, and John W. Hammond</i></p> <p>3 Understanding Classroom Discourse and Interaction: Qualitative Perspectives 44<br /><i>Audra Skukauskaite, Jessica Rangel, Lisa Garcia Rodriguez, and Denise Krohn Ramón</i></p> <p>4 Experimental Perspectives on Classroom Interaction 60<br /><i>Mike Long</i></p> <p>5 Shifting Trends in the Assessment of Classroom Interaction 74<br /><i>Marta Antón</i></p> <p><b>Part III The Educational Tradition 91</b></p> <p>Overview of the Educational Tradition 93<br /><i>Numa Markee</i></p> <p>6 Discourse and Learning in Contexts of Educational Interaction 96<br /><i>Carl H. Frederiksen and Janet Donin</i></p> <p>7 Can Neo‐Marxian and Poststructural Theories in Education Inform Each Other? Using Genre Approaches to Bridge the Gap 115<br /><i>Ross Collin and Michael W. Apple</i></p> <p>8 The Role of Talk in Group‐based Activity in Classrooms 128<br /><i>David Bloome</i></p> <p>9 The Sequential Analysis of Instruction 142<br /><i>Oskar Lindwall, Gustav Lymer, and Christian Greiffenhagen</i></p> <p><b>Part IV The Cognitive Interactionist Tradition 159</b></p> <p>Overview of the Cognitive Interactionist Tradition 161<br /><i>Numa Markee</i></p> <p>10 The Role of Tasks as Vehicles for Language Learning in Classroom Interaction 163<br /><i>YouJin Kim</i></p> <p>11 Comprehensible Input and Output in Classroom Interaction 182<br /><i>Susan M. Gass</i></p> <p>12 An Interactionist Approach to Learner–learner Interaction in Second and Foreign Language Classrooms 198<br /><i>Melissa A. Bowles and Rebecca J. Adams</i></p> <p>13 The Relative Effectiveness of Corrective Feedback in Classroom Interaction 213<br /><i>Roy Lyster</i></p> <p><b>Part V The Sociocultural Theory Tradition 229</b></p> <p>Overview of the Sociocultural Theory Tradition 231<br /><i>Numa Markee</i></p> <p>14 From Interaction to Intra‐action: The Internalization of Talk, Gesture, and Concepts in the Second Language Classroom 233<br /><i>Eduardo Negueruela‐Azarola, Próspero N. García, and Kimberly Buescher</i></p> <p>15 Classroom Discourse and Interaction in the Zone of Proximal Development 250<br /><i>Holbrook Mahn</i></p> <p>16 The Emergence of Sociolinguistic Competence in L2 Classroom Interaction 265<br /><i>Rémi A. van Compernolle</i></p> <p>17 Sociocultural Approaches to Expert–novice Relationships in SecondLanguage Interaction 281<br /><i>Steven L. Thorne and John Hellermann</i></p> <p><b>Part VI The Language Socialization Tradition 299</b></p> <p>Overview of the Language Socialization Tradition 301<br /><i>Numa Markee</i></p> <p>18 Literacy, Creativity, and Continuity: A Language Socialization Perspective on Heritage Language Classroom Interaction 304<br /><i>Agnes Weiyun He</i></p> <p>19 Language Socialization Across Learning Spaces 319<br /><i>Jin Sook Lee and Mary Bucholtz</i></p> <p>20 Academic Language and Literacy Socialization for Second Language Students 337<br /><i>Patricia A. Duff and Tim Anderson</i></p> <p>21 A Language Socialization Perspective on Identity Work of ESL Youth in a Superdiverse High School Classroom 353<br /><i>Steven Talmy</i></p> <p><b>Part VII The Conversation Analysis Tradition 369</b></p> <p>Overview of the Conversation Analysis Tradition 371<br /><i>Numa Markee</i></p> <p>22 L2 Classroom Interaction as a Complex Adaptive System 373<br /><i>Paul Seedhouse</i></p> <p>23 Conversation‐for‐Learning: Institutional Talk Beyond the Classroom 390<br /><i>Gabriele Kasper and Younhee Kim</i></p> <p>24 Documenting Change Across Time: Longitudinal and Cross‐sectional CA Studies of Classroom Interaction 409<br /><i>Simona Pekarek Doehler and Virginie Fasel Lauzon</i></p> <p>25 CA‐for‐SLA Studies of Classroom Interaction: Quo Vadis? 425<br /><i>Numa Markee and Silvia Kunitz</i></p> <p><b>Part VIII The Critical Theory Tradition 441</b></p> <p>Overview of the Critical Theory Tradition 443<br /><i>Numa Markee</i></p> <p>26 Multilingual Classroom Discourse as a Window on Wider Social, Political and Ideological Processes: Critical Ethnographic Approaches 446<br /><i>Marilyn Martin‐Jones</i></p> <p>27 Power, Resistance and Second Language Learning 461<br /><i>Elizabeth R. Miller</i></p> <p>28 Seeing ‘Language and Development’ Play out in Classroom Interaction 475<br /><i>Roslyn Appleby</i></p> <p>29 The Social Construction of Inequality in and through Interaction in Multilingual Classrooms 490<br /><i>Luisa Martín Rojo</i></p> <p><b>Part IX Final Words 507</b></p> <p>30 Where Does Research on Classroom Discourse and Interaction Go From Here? 509<br /><i>Numa Markee</i></p> <p>Appendix Transcription Conventions in Conversation Analysis 527</p> <p>Index 529</p>
<p>“This book, with contributions from leading researchers and rising stars, contains a plethora of essential information on classroom discourse and interaction, both thorough and practical. It is comprehensive, up to date, and extremely accessible. It will be essential reading for the current generation of applied linguists, and beyond.”</p> <p><b>Alison Mackey</b>, Georgetown University, USA</p>
<p><b>Numa Markee</b> is Associate Professor in the Department of Linguistics at the University of Illinois at Urbana-Champaign, USA. He is an English Language Specialist for the US Department of State and author of <i>Managing Curricular Innovation</i> (1997) and <i>Conversation Analysis</i> (2000).
<p>"This book, with contributions from leading researchers and rising stars, contains a plethora of essential information on classroom discourse and interaction, both thorough and practical. It is comprehensive, up to date, and extremely accessible. It will be essential reading for the current generation of applied linguists, and beyond." <p><b>Alison Mackey, Georgetown University, USA</b> <p><i>The Handbook of Classroom Discourse and Interaction</i> is an authoritative reference work exploring the latest research, methodologies, and theories related to classroom language, teaching, and learning. The distinguished group of contributors represent a variety of research traditions that include education, cognitive interactionism, sociocultural theory, language socialization, conversation analysis, and critical theory. The framework of the volume allows readers to gain important insights into the ways researchers conceptualize and carry out research on classroom discourse and interaction—with an overarching goal of facilitating a critical understanding of how and why these traditions differ, using empirically based research. The final chapter looks to the future with questions about the directions of classroom language research. <p><i>The Handbook of Classroom Discourse and Interaction</i> is an important and innovative reference work that brings together cutting-edge research in an area with broad implications for education in practice.

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