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Overview
• Organized to facilitate a critical understanding of how and why various research traditions differ and how they overlap theoretically and methodologically
• Discusses key issues in the future development of research in critical areas of education and applied linguistics
• Provides empirically-based analysis of classroom talk to illustrate theoretical claims and methodologies
• Includes multimodal transcripts, an emerging trend in education and applied linguistics, particularly in conversation analysis and sociocultural theory
Product Details
ISBN-13: | 9781118531211 |
---|---|
Publisher: | Wiley |
Publication date: | 05/04/2015 |
Series: | Blackwell Handbooks in Linguistics |
Sold by: | JOHN WILEY & SONS |
Format: | eBook |
Pages: | 560 |
File size: | 12 MB |
Note: | This product may take a few minutes to download. |
About the Author
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Table of Contents
Notes on Contributors xAcknowledgements xvi
Part I Preliminary Matters 1
1 Introduction: Classroom Discourse and Interaction Research 3 Numa Markee
Part II Research Methodologies and Assessment 21
Overview of the Research Methodologies and Assessment Section 23Numa Markee
2 Developing a Multi‐faceted Research Process: An Ethnographic Perspective for Reading Across Traditions 26Judith L. Green, Maria Lúcia Castanheira, Audra Skukauskaite, and John W. Hammond
3 Understanding Classroom Discourse and Interaction: Qualitative Perspectives 44Audra Skukauskaite, Jessica Rangel, Lisa Garcia Rodriguez, and Denise Krohn Ramón
4 Experimental Perspectives on Classroom Interaction 60Mike Long
5 Shifting Trends in the Assessment of Classroom Interaction 74Marta Antón
Part III The Educational Tradition 91
Overview of the Educational Tradition 93Numa Markee
6 Discourse and Learning in Contexts of Educational Interaction 96Carl H. Frederiksen and Janet Donin
7 Can Neo‐Marxian and Poststructural Theories in Education Inform Each Other? Using Genre Approaches to Bridge the Gap 115Ross Collin and Michael W. Apple
8 The Role of Talk in Group‐based Activity in Classrooms 128David Bloome
9 The Sequential Analysis of Instruction 142Oskar Lindwall, Gustav Lymer, and Christian Greiffenhagen
Part IV The Cognitive Interactionist Tradition 159
Overview of the Cognitive Interactionist Tradition 161Numa Markee
10 The Role of Tasks as Vehicles for Language Learning in Classroom Interaction 163YouJin Kim
11 Comprehensible Input and Output in Classroom Interaction 182Susan M. Gass
12 An Interactionist Approach to Learner–learner Interaction in Second and Foreign Language Classrooms 198Melissa A. Bowles and Rebecca J. Adams
13 The Relative Effectiveness of Corrective Feedback in Classroom Interaction 213Roy Lyster
Part V The Sociocultural Theory Tradition 229
Overview of the Sociocultural Theory Tradition 231Numa Markee
14 From Interaction to Intra‐action: The Internalization of Talk, Gesture, and Concepts in the Second Language Classroom 233Eduardo Negueruela‐Azarola, Próspero N. García, and Kimberly Buescher
15 Classroom Discourse and Interaction in the Zone of Proximal Development 250Holbrook Mahn
16 The Emergence of Sociolinguistic Competence in L2 Classroom Interaction 265Rémi A. van Compernolle
17 Sociocultural Approaches to Expert–novice Relationships in SecondLanguage Interaction 281Steven L. Thorne and John Hellermann
Part VI The Language Socialization Tradition 299
Overview of the Language Socialization Tradition 301Numa Markee
18 Literacy, Creativity, and Continuity: A Language Socialization Perspective on Heritage Language Classroom Interaction 304Agnes Weiyun He
19 Language Socialization Across Learning Spaces 319Jin Sook Lee and Mary Bucholtz
20 Academic Language and Literacy Socialization for Second Language Students 337Patricia A. Duff and Tim Anderson
21 A Language Socialization Perspective on Identity Work of ESL Youth in a Superdiverse High School Classroom 353Steven Talmy
Part VII The Conversation Analysis Tradition 369
Overview of the Conversation Analysis Tradition 371Numa Markee
22 L2 Classroom Interaction as a Complex Adaptive System 373Paul Seedhouse
23 Conversation‐for‐Learning: Institutional Talk Beyond the Classroom 390Gabriele Kasper and Younhee Kim
24 Documenting Change Across Time: Longitudinal and Cross‐sectional CA Studies of Classroom Interaction 409Simona Pekarek Doehler and Virginie Fasel Lauzon
25 CA‐for‐SLA Studies of Classroom Interaction: Quo Vadis? 425Numa Markee and Silvia Kunitz
Part VIII The Critical Theory Tradition 441
Overview of the Critical Theory Tradition 443Numa Markee
26 Multilingual Classroom Discourse as a Window on Wider Social, Political and Ideological Processes: Critical Ethnographic Approaches 446Marilyn Martin‐Jones
27 Power, Resistance and Second Language Learning 461Elizabeth R. Miller
28 Seeing ‘Language and Development’ Play out in Classroom Interaction 475Roslyn Appleby
29 The Social Construction of Inequality in and through Interaction in Multilingual Classrooms 490Luisa Martín Rojo
Part IX Final Words 507
30 Where Does Research on Classroom Discourse and Interaction Go From Here? 509Numa Markee
Appendix Transcription Conventions in Conversation Analysis 527
Index 529