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The Handbook of Classroom Discourse and Interaction
Numa Markee (Author)
9781118531129, Wiley
Hardback, published 12 June 2015
560 pages
24.6 x 17.5 x 3.6 cm, 1.089 kg
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. • 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
Notes on Contributors x Acknowledgements xvi Part I Preliminary Matters 1 1 Introduction: Classroom Discourse and Interaction Research 3 Part II Research Methodologies and Assessment 21 Overview of the Research Methodologies and Assessment Section 23 2 Developing a Multi‐faceted Research Process: An Ethnographic Perspective for Reading Across Traditions 26 3 Understanding Classroom Discourse and Interaction: Qualitative Perspectives 44 4 Experimental Perspectives on Classroom Interaction 60 5 Shifting Trends in the Assessment of Classroom Interaction 74 Part III The Educational Tradition 91 Overview of the Educational Tradition 93 6 Discourse and Learning in Contexts of Educational Interaction 96 7 Can Neo‐Marxian and Poststructural Theories in Education Inform Each Other? Using Genre Approaches to Bridge the Gap 115 8 The Role of Talk in Group‐based Activity in Classrooms 128 9 The Sequential Analysis of Instruction 142 Part IV The Cognitive Interactionist Tradition 159 Overview of the Cognitive Interactionist Tradition 161 10 The Role of Tasks as Vehicles for Language Learning in Classroom Interaction 163 11 Comprehensible Input and Output in Classroom Interaction 182 12 An Interactionist Approach to Learner–learner Interaction in Second and Foreign Language Classrooms 198 13 The Relative Effectiveness of Corrective Feedback in Classroom Interaction 213 Part V The Sociocultural Theory Tradition 229 Overview of the Sociocultural Theory Tradition 231 14 From Interaction to Intra‐action: The Internalization of Talk, Gesture, and Concepts in the Second Language Classroom 233 15 Classroom Discourse and Interaction in the Zone of Proximal Development 250 16 The Emergence of Sociolinguistic Competence in L2 Classroom Interaction 265 17 Sociocultural Approaches to Expert–novice Relationships in SecondLanguage Interaction 281 Part VI The Language Socialization Tradition 299 Overview of the Language Socialization Tradition 301 18 Literacy, Creativity, and Continuity: A Language Socialization Perspective on Heritage Language Classroom Interaction 304 19 Language Socialization Across Learning Spaces 319 20 Academic Language and Literacy Socialization for Second Language Students 337 21 A Language Socialization Perspective on Identity Work of ESL Youth in a Superdiverse High School Classroom 353 Part VII The Conversation Analysis Tradition 369 Overview of the Conversation Analysis Tradition 371 22 L2 Classroom Interaction as a Complex Adaptive System 373 23 Conversation‐for‐Learning: Institutional Talk Beyond the Classroom 390 24 Documenting Change Across Time: Longitudinal and Cross‐sectional CA Studies of Classroom Interaction 409 25 CA‐for‐SLA Studies of Classroom Interaction: Quo Vadis? 425 Part VIII The Critical Theory Tradition 441 Overview of the Critical Theory Tradition 443 26 Multilingual Classroom Discourse as a Window on Wider Social, Political and Ideological Processes: Critical Ethnographic Approaches 446 27 Power, Resistance and Second Language Learning 461 28 Seeing ‘Language and Development’ Play out in Classroom Interaction 475 29 The Social Construction of Inequality in and through Interaction in Multilingual Classrooms 490 Part IX Final Words 507 30 Where Does Research on Classroom Discourse and Interaction Go From Here? 509 Appendix Transcription Conventions in Conversation Analysis 527 Index 529
Numa Markee
Numa Markee
Judith L. Green, Maria Lúcia Castanheira, Audra Skukauskaite, and John W. Hammond
Audra Skukauskaite, Jessica Rangel, Lisa Garcia Rodriguez, and Denise Krohn Ramón
Mike Long
Marta Antón
Numa Markee
Carl H. Frederiksen and Janet Donin
Ross Collin and Michael W. Apple
David Bloome
Oskar Lindwall, Gustav Lymer, and Christian Greiffenhagen
Numa Markee
YouJin Kim
Susan M. Gass
Melissa A. Bowles and Rebecca J. Adams
Roy Lyster
Numa Markee
Eduardo Negueruela‐Azarola, Próspero N. García, and Kimberly Buescher
Holbrook Mahn
Rémi A. van Compernolle
Steven L. Thorne and John Hellermann
Numa Markee
Agnes Weiyun He
Jin Sook Lee and Mary Bucholtz
Patricia A. Duff and Tim Anderson
Steven Talmy
Numa Markee
Paul Seedhouse
Gabriele Kasper and Younhee Kim
Simona Pekarek Doehler and Virginie Fasel Lauzon
Numa Markee and Silvia Kunitz
Numa Markee
Marilyn Martin‐Jones
Elizabeth R. Miller
Roslyn Appleby
Luisa Martín Rojo
Numa Markee
Subject Areas: Linguistics [CF]
