
Exploring Classroom Discourse
Description
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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.
Reviews / Votes
'I just have to tell you how much I am enjoying Exloring Classroom Discourse. It's accessible, comprehensive and generally a lovely, lovely book. One of the best books I've read for a long time.' - Joan Cutting, University of Edinburgh, UK"...'Exploring Classroom Discourse' has much to offer both pre- and in-service teachers, as well as researchers into classroom discourse, and postgraduate students in various areas of applied linguistics. It is notable for clarity of expression, and distils material from a wide range of academic studies into a brew which should prove more than palatable for both teachers and teacher educators."
In System, Brian Poole, English Language Institute of Singapore
"This text speaks powerfully to both teacher educators and teachersin-training, not only guiding them through classroom discourse exploration, but reminding them every step of the way why such investigation is essential." - Discourse Studies '... what strikes one is the genuine interlinking of theory and practice, and the great potential of the framework presented in this book to support productive self-scrutiny and reflective practice among language teachers - or teachers more widely. It is impossible to capture in a brief review the many insights which this book contains, so I would simply say that "Exploring Classroom Discourse" has much to offer both pre- and in-service teachers, as well as researchers into classroom discourse, and post-graduate students in various areas of applied linguistics. It is notable for clarity of expression, and distils material from a wide range of academic studies into a brew which should prove more than palatable for both teachers and teacher educators.' - System
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