Classroom Discourse and Teacher Development
Published on 20. May 2013
Book
Paperback/Softback
208 pages
978-0-7486-4517-6 (ISBN)
Description
How does a dynamic classroom operate? What role does interaction play? This textbook examines the relationship between language, interaction and learning, and shows how classroom discourse can be applied to develop and improve teaching. Combining examples from everyday practice with theoretical approaches, this book provides a comprehensive account of current perspectives on classroom discourse.
Reviews / Votes
An expert, in-depth, thought-provoking and innovative discussion of the centrality of classroom disource in second language classes. Taking into account the theoretical and technological advances in discource analysis, it also proposes concrete ways to better integrate CIC as a core component of teach training programmes. A must read for future and in-service language teachers, teacher trainers and researchers in applied linguistics. -- Fanny Meunier, Universite Catholique de Louvain * English Text Constructions * This textbook is a valuable contribution to the field of language teaching and learning and teacher education. Unlike most texts in this field, which are generally verbose and not explicit in focus, this text has a tight focus on introducing new approaches to reflective practice in language teacher education... This is a thought-provoking textbook that will hopefully invite further research. It is recommended for language teachers, teacher educators, researchers, linguists, and anyone interested in the field of language teaching. -- Deborah Vinci-Minogue, Dominican University * Linguist List *More details
Series
Language
English
Place of publication
Edinburgh
United Kingdom
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 233 mm
Width: 154 mm
Thickness: 15 mm
Weight
286 gr
ISBN-13
978-0-7486-4517-6 (9780748645176)
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Schweitzer Classification
Person
Steve Walsh is Professor of Applied Linguistics and Communication in the School of Education, Communication and Language Sciences, Newcastle University. Steve has worked in English language teacher education for more than 20 years and his research focuses on classroom discourse, teacher development, second language teacher education, and professional communication. He has published 10 books and more than 100 research papers. His most recent publications, co-authored with Steve Mann include Reflective Practice for English Language Teaching: Research-based Principles and Practices (2017) and The Routledge Handbook of English Language Teacher Education (2019).
Content
Series Editors' Preface; 1. Chapter 1. Introduction, Introduction, Teachers as researchers, L2 teacher education and sociocultural theory, Teacher development and classroom discourse, Challenges for teachers and learners, Overview of the book; 2. Chapter 2. Classroom discourse: an overview; Introduction; Discourse and discourse analysis, Features of classroom discourse, The IRF exchange structure, Summary; 3. Chapter 3. Classroom interactional competence, Introduction, Interactional competence, Classroom interactional competence, CIC and teacher development, Summary; 4. Chapter 4. SETT: self-evaluation of teacher talk, Introduction, Context and contexts, The SETT framework, SETT and teacher development, Summary; 5. Chapter 5. Researching classroom discourse, Introduction, Recording, transcription and ethics, Interaction analysis, discourse analysis and conversation analysis, Corpus linguistics, CLCA, Summary; 6. Chapter 6. Reflective practice revisited, Introduction, Definitions of RP, The problems of RP, Reflective Practice Revitalised, Summary; 7.Chapter 7. Conclusion, Task commentaries, References, Index; 8. Appendices