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Today's classroom presents a wealth of opportunities for social interaction amongst pupils, leading to increased interest in teachers and researchers into the social nature of learning. While classroom interaction can be a valuable tool for learning, it does not necessarily lead to useful learning experiences. Through case studies, this book highlights the use of new analytical methodologies for studying the content and patterns of children's interactions and how these contribute to their construction of knowledge. Classroom Interaction and Social Learning will be of interest to students and in service teachers and researchers concerned with classroom discourse and learning.
Book Synopsis Classroom Interactions and Social Learning by : Kristiina Kumpulainen
Download or read book Classroom Interactions and Social Learning written by Kristiina Kumpulainen and published by Routledge. This book was released on 2003-12-16 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's classroom presents a wealth of opportunities for social interaction amongst pupils, leading to increased interest in teachers and researchers into the social nature of learning. While classroom interaction can be a valuable tool for learning, it does not necessarily lead to useful learning experiences. Through case studies, this book highlights the use of new analytical methodologies for studying the content and patterns of children's interactions and how these contribute to their construction of knowledge. Classroom Interaction and Social Learning will be of interest to students and in service teachers and researchers concerned with classroom discourse and learning.
Today's classroom presents a wealth of opportunities for social interaction amongst pupils, leading to increased interest in teachers and researchers into the social nature of learning. While classroom interaction can be a valuable tool for learning, it does not necessarily lead to useful learning experiences. Through case studies, this book highlights the use of new analytical methodologies for studying the content and patterns of children's interactions and how these contribute to their construction of knowledge. Classroom Interaction and Social Learning will be of interest to students and in service teachers and researchers concerned with classroom discourse and learning.
Book Synopsis Classroom Interaction and Social Learning by : Kristiina Kumpulainen
Download or read book Classroom Interaction and Social Learning written by Kristiina Kumpulainen and published by Routledge. This book was released on 2002 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's classroom presents a wealth of opportunities for social interaction amongst pupils, leading to increased interest in teachers and researchers into the social nature of learning. While classroom interaction can be a valuable tool for learning, it does not necessarily lead to useful learning experiences. Through case studies, this book highlights the use of new analytical methodologies for studying the content and patterns of children's interactions and how these contribute to their construction of knowledge. Classroom Interaction and Social Learning will be of interest to students and in service teachers and researchers concerned with classroom discourse and learning.
This book offers a close investigation of interactional practices in L2 classrooms. With an emphasis on the multimodal and multilingual resources, this is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics.
Book Synopsis Social Interaction and L2 Classroom Discourse by : Olcay Sert
Download or read book Social Interaction and L2 Classroom Discourse written by Olcay Sert and published by Edinburgh University Press. This book was released on 2015-08-31 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers a close investigation of interactional practices in L2 classrooms. With an emphasis on the multimodal and multilingual resources, this is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics.
This book adds a new perspective to existing research methodology literature on analyzing social interactions in the classroom. Not only does this book introduce multiple research methodologies for analyzing classroom interactions but it also demonstrates these methodologies at work in different empirical research studies. The authors of this book are all internationally well recognized for their research work on the social life of classrooms, and now, for the first time, they provide concrete accounts of the ways in which the theories and methodologies they have chosen to guide their research work function in action. These 'black boxes’ or 'tacit knowledge' of conducting different types of analyses on classroom interaction have seldom been opened up in such a concrete way in the existing research literature. This book is an edited collection of papers introducing strands of research on classroom interaction whose logic of inquiry illuminate different approaches, analyses, and interpretations of social interactions and discourses in contemporary classroom settings. The methodological approaches discussed draw on studies of language and discourse, ethnography, as well as on sociological, psychological, and domain-specific analyses. In recognizing the complexity and challenges in mapping out the complex research territory focusing on classroom interactions, the prime goal of the book is to build a complimentary context for discussion of the ways in which different approaches to classroom interaction are realized and how they produce different analyses because of their purpose, conceptual framework, and methodological choice. The illumination of diverse approaches to classroom interaction and discourse is believed to demonstrate the potential and challenges each strand of research is likely to bring towards understanding the psychological, social and cultural life of the classroom and how these mediate the situated practice of teaching and learning in today’s schooling. This book is targeted towards researchers and graduate students working within the field of social sciences, education and psychology. It also makes an excellent text for courses in research methodology, education, and related fields.
Book Synopsis Investigating Classroom Interaction by :
Download or read book Investigating Classroom Interaction written by and published by BRILL. This book was released on 2009-01-01 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book adds a new perspective to existing research methodology literature on analyzing social interactions in the classroom. Not only does this book introduce multiple research methodologies for analyzing classroom interactions but it also demonstrates these methodologies at work in different empirical research studies. The authors of this book are all internationally well recognized for their research work on the social life of classrooms, and now, for the first time, they provide concrete accounts of the ways in which the theories and methodologies they have chosen to guide their research work function in action. These 'black boxes’ or 'tacit knowledge' of conducting different types of analyses on classroom interaction have seldom been opened up in such a concrete way in the existing research literature. This book is an edited collection of papers introducing strands of research on classroom interaction whose logic of inquiry illuminate different approaches, analyses, and interpretations of social interactions and discourses in contemporary classroom settings. The methodological approaches discussed draw on studies of language and discourse, ethnography, as well as on sociological, psychological, and domain-specific analyses. In recognizing the complexity and challenges in mapping out the complex research territory focusing on classroom interactions, the prime goal of the book is to build a complimentary context for discussion of the ways in which different approaches to classroom interaction are realized and how they produce different analyses because of their purpose, conceptual framework, and methodological choice. The illumination of diverse approaches to classroom interaction and discourse is believed to demonstrate the potential and challenges each strand of research is likely to bring towards understanding the psychological, social and cultural life of the classroom and how these mediate the situated practice of teaching and learning in today’s schooling. This book is targeted towards researchers and graduate students working within the field of social sciences, education and psychology. It also makes an excellent text for courses in research methodology, education, and related fields.
This book offers a close investigation of interactional practices in L2 classrooms. With an emphasis on the multimodal and multilingual resources, this is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics.
Book Synopsis Social Interaction and L2 Classroom Discourse by : Olcay Sert
Download or read book Social Interaction and L2 Classroom Discourse written by Olcay Sert and published by Edinburgh University Press. This book was released on 2015-08-19 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers a close investigation of interactional practices in L2 classrooms. With an emphasis on the multimodal and multilingual resources, this is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics.
This book examines some of the complexities and debates about language, literacy and learning, challenging current assumptions about shared understanding of pedagogical principles. It foregrounds social and cultural issues and the nature of interaction between children and teachers; children and children; children and texts of all kinds; and the significance of wider interactions within the teaching profession. The contributors revitalise debate about the nature of professional knowledge, provide insights into the detail of classroom discourse and teacher interventions and examine the transformative possibilities of literacy. They argue for a more open and expansive agenda informed by an analytically constructive view of pedagogy and challenge the profession to move from restrictive certainties to the potent possibilities of development through uncertainty and risk.
Book Synopsis EBOOK: Classroom Interactions in Literacy by : Eve Bearne
Download or read book EBOOK: Classroom Interactions in Literacy written by Eve Bearne and published by McGraw-Hill Education (UK). This book was released on 2003-11-16 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines some of the complexities and debates about language, literacy and learning, challenging current assumptions about shared understanding of pedagogical principles. It foregrounds social and cultural issues and the nature of interaction between children and teachers; children and children; children and texts of all kinds; and the significance of wider interactions within the teaching profession. The contributors revitalise debate about the nature of professional knowledge, provide insights into the detail of classroom discourse and teacher interventions and examine the transformative possibilities of literacy. They argue for a more open and expansive agenda informed by an analytically constructive view of pedagogy and challenge the profession to move from restrictive certainties to the potent possibilities of development through uncertainty and risk.
This accessible "how to" book about classroom interaction offers teachers powerful tools of discourse analysis as a way of understanding the complex dynamics of human interaction that constitute effective, equitable teaching and learning and guides them step-by-step through how to build their interactional awareness to improve their teaching.
Book Synopsis Using Discourse Analysis to Improve Classroom Interaction by : Lesley A. Rex
Download or read book Using Discourse Analysis to Improve Classroom Interaction written by Lesley A. Rex and published by Routledge. This book was released on 2010-04-26 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This accessible "how to" book about classroom interaction offers teachers powerful tools of discourse analysis as a way of understanding the complex dynamics of human interaction that constitute effective, equitable teaching and learning and guides them step-by-step through how to build their interactional awareness to improve their teaching.
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
Book Synopsis The Handbook of Classroom Discourse and Interaction by : Numa Markee
Download or read book The Handbook of Classroom Discourse and Interaction written by Numa Markee and published by John Wiley & Sons. This book was released on 2019-01-30 with total page 554 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
This volume brings together the current theoretical interest in reconceptualizing second and foreign language learning from a sociocultural perspective on language and learning, with practical concerns about second and foreign language pedagogy. It presents a set of studies whose focus is on the empirical description of particular practices constructed in classroom interaction that promote the learning of a second or foreign language. The authors examine in detail the processes by which the learning of additional languages is accomplished in the interaction of a variety of classrooms and in a variety of languages. Not only will the findings from the studies reported in this volume help to lay a foundation for the development of a more expansive, sociocultural model of second and foreign language learning, but on a more practical level they will help language educators in creating a set of principles for identifying and sustaining classroom interactional practices that foster additional language development. The volume is distinguished in three ways: * Following a Vygotskyan perspective on development, the studies assume that language learning is a fundamentally pragmatic enterprise, intrinsically linked to language use. This breaks from a more traditional understanding of second and foreign language learning, which has viewed learning and use as two distinct phenomena. The importance of classroom interaction to additional language development is foregrounded. * The investigations reported in this book are distinguished by their methodological approach. Because language learning is assumed to be a situated, context-sensitive, and dynamic process, the studies do not rely on traditional experimental methods for collecting and analyzing data, but rather, they involve primarily the use of ethnographic and discourse analytic methods. * The studies focus on interactional practices that promote second and foreign language learning. Although a great deal of research has examined first language learning in classrooms from a sociocultural perspective, little has looked at second and foreign language classrooms from such a perspective. Thus there is a strong need for this volume of studies addressing this area of research. Researchers, teacher educators, and graduate students across the fields of second and foreign language learning, applied linguistics, and language education will find this book informative and relevant. Because of the programmatic implications arising from the studies, it will also appeal to teacher educators and teachers of second and foreign languages from the elementary to the university levels.
Book Synopsis Second and Foreign Language Learning Through Classroom Interaction by : Joan Kelly Hall
Download or read book Second and Foreign Language Learning Through Classroom Interaction written by Joan Kelly Hall and published by Routledge. This book was released on 2000-06 with total page 327 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together the current theoretical interest in reconceptualizing second and foreign language learning from a sociocultural perspective on language and learning, with practical concerns about second and foreign language pedagogy. It presents a set of studies whose focus is on the empirical description of particular practices constructed in classroom interaction that promote the learning of a second or foreign language. The authors examine in detail the processes by which the learning of additional languages is accomplished in the interaction of a variety of classrooms and in a variety of languages. Not only will the findings from the studies reported in this volume help to lay a foundation for the development of a more expansive, sociocultural model of second and foreign language learning, but on a more practical level they will help language educators in creating a set of principles for identifying and sustaining classroom interactional practices that foster additional language development. The volume is distinguished in three ways: * Following a Vygotskyan perspective on development, the studies assume that language learning is a fundamentally pragmatic enterprise, intrinsically linked to language use. This breaks from a more traditional understanding of second and foreign language learning, which has viewed learning and use as two distinct phenomena. The importance of classroom interaction to additional language development is foregrounded. * The investigations reported in this book are distinguished by their methodological approach. Because language learning is assumed to be a situated, context-sensitive, and dynamic process, the studies do not rely on traditional experimental methods for collecting and analyzing data, but rather, they involve primarily the use of ethnographic and discourse analytic methods. * The studies focus on interactional practices that promote second and foreign language learning. Although a great deal of research has examined first language learning in classrooms from a sociocultural perspective, little has looked at second and foreign language classrooms from such a perspective. Thus there is a strong need for this volume of studies addressing this area of research. Researchers, teacher educators, and graduate students across the fields of second and foreign language learning, applied linguistics, and language education will find this book informative and relevant. Because of the programmatic implications arising from the studies, it will also appeal to teacher educators and teachers of second and foreign languages from the elementary to the university levels.
Book Synopsis Interaction in the Classroom by : Sara Delamont
Download or read book Interaction in the Classroom written by Sara Delamont and published by . This book was released on 1983 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: