Description

Book Synopsis
Offering an interdisciplinary approach, The Handbook of Classroom Discourse and Interaction presents a series of contributions written by educators and applied linguists that explores the latest research methodologies and theories related to classroom language.

Table of Contents

Notes on Contributors x

Acknowledgements 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 23
Numa Markee

2 Developing a Multi‐faceted Research Process: An Ethnographic Perspective for Reading Across Traditions 26
Judith L. Green, Maria Lúcia Castanheira, Audra Skukauskaite, and John W. Hammond

3 Understanding Classroom Discourse and Interaction: Qualitative Perspectives 44
Audra Skukauskaite, Jessica Rangel, Lisa Garcia Rodriguez, and Denise Krohn Ramón

4 Experimental Perspectives on Classroom Interaction 60
Mike Long

5 Shifting Trends in the Assessment of Classroom Interaction 74
Marta Antón

Part III The Educational Tradition 91

Overview of the Educational Tradition 93
Numa Markee

6 Discourse and Learning in Contexts of Educational Interaction 96
Carl H. Frederiksen and Janet Donin

7 Can Neo‐Marxian and Poststructural Theories in Education Inform Each Other? Using Genre Approaches to Bridge the Gap 115
Ross Collin and Michael W. Apple

8 The Role of Talk in Group‐based Activity in Classrooms 128
David Bloome

9 The Sequential Analysis of Instruction 142
Oskar Lindwall, Gustav Lymer, and Christian Greiffenhagen

Part IV The Cognitive Interactionist Tradition 159

Overview of the Cognitive Interactionist Tradition 161
Numa Markee

10 The Role of Tasks as Vehicles for Language Learning in Classroom Interaction 163
YouJin Kim

11 Comprehensible Input and Output in Classroom Interaction 182
Susan M. Gass

12 An Interactionist Approach to Learner–learner Interaction in Second and Foreign Language Classrooms 198
Melissa A. Bowles and Rebecca J. Adams

13 The Relative Effectiveness of Corrective Feedback in Classroom Interaction 213
Roy Lyster

Part V The Sociocultural Theory Tradition 229

Overview of the Sociocultural Theory Tradition 231
Numa Markee

14 From Interaction to Intra‐action: The Internalization of Talk, Gesture, and Concepts in the Second Language Classroom 233
Eduardo Negueruela‐Azarola, Próspero N. García, and Kimberly Buescher

15 Classroom Discourse and Interaction in the Zone of Proximal Development 250
Holbrook Mahn

16 The Emergence of Sociolinguistic Competence in L2 Classroom Interaction 265
Rémi A. van Compernolle

17 Sociocultural Approaches to Expert–novice Relationships in SecondLanguage Interaction 281
Steven L. Thorne and John Hellermann

Part VI The Language Socialization Tradition 299

Overview of the Language Socialization Tradition 301
Numa Markee

18 Literacy, Creativity, and Continuity: A Language Socialization Perspective on Heritage Language Classroom Interaction 304
Agnes Weiyun He

19 Language Socialization Across Learning Spaces 319
Jin Sook Lee and Mary Bucholtz

20 Academic Language and Literacy Socialization for Second Language Students 337
Patricia A. Duff and Tim Anderson

21 A Language Socialization Perspective on Identity Work of ESL Youth in a Superdiverse High School Classroom 353
Steven Talmy

Part VII The Conversation Analysis Tradition 369

Overview of the Conversation Analysis Tradition 371
Numa Markee

22 L2 Classroom Interaction as a Complex Adaptive System 373
Paul Seedhouse

23 Conversation‐for‐Learning: Institutional Talk Beyond the Classroom 390
Gabriele Kasper and Younhee Kim

24 Documenting Change Across Time: Longitudinal and Cross‐sectional CA Studies of Classroom Interaction 409
Simona Pekarek Doehler and Virginie Fasel Lauzon

25 CA‐for‐SLA Studies of Classroom Interaction: Quo Vadis? 425
Numa Markee and Silvia Kunitz

Part VIII The Critical Theory Tradition 441

Overview of the Critical Theory Tradition 443
Numa Markee

26 Multilingual Classroom Discourse as a Window on Wider Social, Political and Ideological Processes: Critical Ethnographic Approaches 446
Marilyn Martin‐Jones

27 Power, Resistance and Second Language Learning 461
Elizabeth R. Miller

28 Seeing ‘Language and Development’ Play out in Classroom Interaction 475
Roslyn Appleby

29 The Social Construction of Inequality in and through Interaction in Multilingual Classrooms 490
Luisa Martín Rojo

Part IX Final Words 507

30 Where Does Research on Classroom Discourse and Interaction Go From Here? 509
Numa Markee

Appendix Transcription Conventions in Conversation Analysis 527

Index 529

The Handbook of Classroom Discourse and Interaction

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      Publisher: Wiley
      Publication Date: 12/06/2015
      ISBN13: 9781118531129, 978-1118531129
      ISBN10:

      Description

      Book Synopsis
      Offering an interdisciplinary approach, The Handbook of Classroom Discourse and Interaction presents a series of contributions written by educators and applied linguists that explores the latest research methodologies and theories related to classroom language.

      Table of Contents

      Notes on Contributors x

      Acknowledgements 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 23
      Numa Markee

      2 Developing a Multi‐faceted Research Process: An Ethnographic Perspective for Reading Across Traditions 26
      Judith L. Green, Maria Lúcia Castanheira, Audra Skukauskaite, and John W. Hammond

      3 Understanding Classroom Discourse and Interaction: Qualitative Perspectives 44
      Audra Skukauskaite, Jessica Rangel, Lisa Garcia Rodriguez, and Denise Krohn Ramón

      4 Experimental Perspectives on Classroom Interaction 60
      Mike Long

      5 Shifting Trends in the Assessment of Classroom Interaction 74
      Marta Antón

      Part III The Educational Tradition 91

      Overview of the Educational Tradition 93
      Numa Markee

      6 Discourse and Learning in Contexts of Educational Interaction 96
      Carl H. Frederiksen and Janet Donin

      7 Can Neo‐Marxian and Poststructural Theories in Education Inform Each Other? Using Genre Approaches to Bridge the Gap 115
      Ross Collin and Michael W. Apple

      8 The Role of Talk in Group‐based Activity in Classrooms 128
      David Bloome

      9 The Sequential Analysis of Instruction 142
      Oskar Lindwall, Gustav Lymer, and Christian Greiffenhagen

      Part IV The Cognitive Interactionist Tradition 159

      Overview of the Cognitive Interactionist Tradition 161
      Numa Markee

      10 The Role of Tasks as Vehicles for Language Learning in Classroom Interaction 163
      YouJin Kim

      11 Comprehensible Input and Output in Classroom Interaction 182
      Susan M. Gass

      12 An Interactionist Approach to Learner–learner Interaction in Second and Foreign Language Classrooms 198
      Melissa A. Bowles and Rebecca J. Adams

      13 The Relative Effectiveness of Corrective Feedback in Classroom Interaction 213
      Roy Lyster

      Part V The Sociocultural Theory Tradition 229

      Overview of the Sociocultural Theory Tradition 231
      Numa Markee

      14 From Interaction to Intra‐action: The Internalization of Talk, Gesture, and Concepts in the Second Language Classroom 233
      Eduardo Negueruela‐Azarola, Próspero N. García, and Kimberly Buescher

      15 Classroom Discourse and Interaction in the Zone of Proximal Development 250
      Holbrook Mahn

      16 The Emergence of Sociolinguistic Competence in L2 Classroom Interaction 265
      Rémi A. van Compernolle

      17 Sociocultural Approaches to Expert–novice Relationships in SecondLanguage Interaction 281
      Steven L. Thorne and John Hellermann

      Part VI The Language Socialization Tradition 299

      Overview of the Language Socialization Tradition 301
      Numa Markee

      18 Literacy, Creativity, and Continuity: A Language Socialization Perspective on Heritage Language Classroom Interaction 304
      Agnes Weiyun He

      19 Language Socialization Across Learning Spaces 319
      Jin Sook Lee and Mary Bucholtz

      20 Academic Language and Literacy Socialization for Second Language Students 337
      Patricia A. Duff and Tim Anderson

      21 A Language Socialization Perspective on Identity Work of ESL Youth in a Superdiverse High School Classroom 353
      Steven Talmy

      Part VII The Conversation Analysis Tradition 369

      Overview of the Conversation Analysis Tradition 371
      Numa Markee

      22 L2 Classroom Interaction as a Complex Adaptive System 373
      Paul Seedhouse

      23 Conversation‐for‐Learning: Institutional Talk Beyond the Classroom 390
      Gabriele Kasper and Younhee Kim

      24 Documenting Change Across Time: Longitudinal and Cross‐sectional CA Studies of Classroom Interaction 409
      Simona Pekarek Doehler and Virginie Fasel Lauzon

      25 CA‐for‐SLA Studies of Classroom Interaction: Quo Vadis? 425
      Numa Markee and Silvia Kunitz

      Part VIII The Critical Theory Tradition 441

      Overview of the Critical Theory Tradition 443
      Numa Markee

      26 Multilingual Classroom Discourse as a Window on Wider Social, Political and Ideological Processes: Critical Ethnographic Approaches 446
      Marilyn Martin‐Jones

      27 Power, Resistance and Second Language Learning 461
      Elizabeth R. Miller

      28 Seeing ‘Language and Development’ Play out in Classroom Interaction 475
      Roslyn Appleby

      29 The Social Construction of Inequality in and through Interaction in Multilingual Classrooms 490
      Luisa Martín Rojo

      Part IX Final Words 507

      30 Where Does Research on Classroom Discourse and Interaction Go From Here? 509
      Numa Markee

      Appendix Transcription Conventions in Conversation Analysis 527

      Index 529

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