Classroom Discourse And The Space Of Learning
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Classroom Discourse And The Space Of Learning
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Author : Ference Marton
language : en
Publisher: Routledge
Release Date : 2004-05-20
Classroom Discourse And The Space Of Learning written by Ference Marton and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004-05-20 with Education categories.
Classroom Discourse and the Space of Learning is about learning in schools and the central role of language in learning. The investigations of learning it reports are based on two premises: First, whatever you are trying to learn, there are certain necessary conditions for succeeding--although you cannot be sure that learning will take place when those conditions are met, you can be sure that no learning will occur if they are not. The limits of what is possible to learn is what the authors call "the space of learning." Second, language plays a central role in learning--it does not merely convey meaning, it also creates meaning. The book explicates the necessary conditions for successful learning and employs investigations of classroom discourse data to demonstrate how the space of learning is linguistically constituted in the classroom. Classroom Discourse and the Space of Learning: *makes the case that an understanding of how the space of learning is linguistically constituted in the classroom is best achieved through investigating "classroom discourse" and that finding out what the conditions are for successful learning and bringing them about should be the teacher's primary professional task. Thus, it is fundamentally important for teachers and student teachers to be given opportunities to observe different teachers teaching the same thing, and to analyze and reflect on whether the classroom discourse in which they are engaged maximizes or minimizes the conditions for learning; *is both more culturally situated and more generalizable than many other studies of learning in schools. Each case of classroom teaching clearly demonstrates how the specific language, culture, and pedagogy molds what is happening in the classroom, yet at the same time it is possible to generalize from these culturally specific examples the necessary conditions that must be met for the development of any specific capability regardless of where the learning is taking place and what other conditions might be present; and *encompasses both theory and practice--providing a detailed explication of the theory of learning underlying the analyses of classroom teaching reported, along with close analyses of a number of authentic cases of classroom teaching driven by classroom discourse data which have practical relevance for teachers. Intended for researchers and graduate students in education, teacher educators, and student teachers, Classroom Discourse and the Space of Learning is practice- and content-oriented, theoretical, qualitative, empirical, and focused on language, and links teaching and learning in significant new ways.
Classroom Discourse And The Space Of Learning
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Author : Ference Marton
language : en
Publisher: Routledge
Release Date : 2004
Classroom Discourse And The Space Of Learning written by Ference Marton and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with Education categories.
Explores how necessary conditions for learning are constituted (or fail to be constituted) in the classroom jointly by the teacher and students by linguistic means, using classroom discourse as a point of departure.
The Handbook Of Classroom Discourse And Interaction
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Author : Numa Markee
language : en
Publisher: John Wiley & Sons
Release Date : 2015-04-20
The Handbook Of Classroom Discourse And Interaction written by Numa Markee and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-04-20 with Language Arts & Disciplines categories.
Offering an interdisciplinary approach, The Handbook ofClassroom Discourse and Interaction presents a series ofcontributions written by educators and applied linguists thatexplores the latest research methodologies and theories related toclassroom language. • Organized to facilitate a critical understanding ofhow and why various research traditions differ and how they overlaptheoretically and methodologically • Discusses key issues in the future development ofresearch in critical areas of education and applied linguistics • Provides empirically-based analysis of classroomtalk to illustrate theoretical claims and methodologies • Includes multimodal transcripts, an emerging trendin education and applied linguistics, particularly in conversationanalysis and sociocultural theory
Space Curriculum And Learning
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Author : David Scott
language : en
Publisher: IAP
Release Date : 2006-01-01
Space Curriculum And Learning written by David Scott and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006-01-01 with Science categories.
In recent years there has been increasing interest in issues of space and spatiality in the social sciences and humanities generally, if less so in the study of education. This relative lack of interest is surprising given the importance of space and time in the organization of teaching, learning and research. For instance, the timetable and project timeline are central to the organization of learning and knowledge production whether in schools, colleges or universities. Classrooms, workshops and laboratories have different spatial layouts, which support certain forms of interaction and communication. When we add to this, the increasing distances across which knowledge, understanding and competence are being distributed through the use of information and communications technologies, the fact that issues of space have not been taken up seems more than an oversight. This relative lack of interest in space becomes even more surprising when one considers the extensive use of spatial metaphors in the discussion of education and pedagogy. For instance, the notions of open, distance and distributed learning and student-centredness, border crossing, and communities of practice all have a spatial dimension to them. Notions of a spiral curriculum act as a spatial imaginary. Indeed some metaphors, such as flexibility seem to be suggestive of the possibility that all constraints of space and time can be conquered in the provision of learning opportunities throughout life. This collection of chapters from researchers around the world attempts to address these issues, to examine the significance of space for curriculum, learning and identity.
Classroom Discourse Analysis
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Author : Frances Christie
language : en
Publisher: A&C Black
Release Date : 2005-01-01
Classroom Discourse Analysis written by Frances Christie and has been published by A&C Black this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-01-01 with Language Arts & Disciplines categories.
This book offers a model of classroom discourse analysis that uses systemic functional linguistic theory and associated genre theory to develop a view of classroom episodes as 'curriculum genres', some of which operate in turn as part of larger unities of work called 'curriculum macrogenres'. Drawing on Bernstein's work, Christie argues that two registers operate in pedagogic discourse: a regulative register, to do with the goals and directions of the discourse; and an instructional register, to do with the particular 'content' or knowledge at issue. Each can be shown to be realized in distinctive clusters of choices in the grammar. The operation of the regulative register determines the initiation, pacing, sequencing and evaluation of the overall pedagogic activity. The book sets out the its methodology in detail by reference to a number of classroom texts, and a range of school subjects. Overall, schools emerge as sites of symbolic control in a culture.
Classroom Discourse And Teacher Development
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Author : Steve Walsh
language : en
Publisher: Edinburgh University Press
Release Date : 2013-05-20
Classroom Discourse And Teacher Development written by Steve Walsh and has been published by Edinburgh University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-05-20 with Foreign Language Study categories.
This textbook shows how classroom discourse can be applied to develop and improve teaching. Combining examples from everyday practice with theoretical approaches, it provides a comprehensive account of current perspectives on classroom discourse.
Classroom Discourse Analysis
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Author : Betsy Rymes
language : en
Publisher: Routledge
Release Date : 2015-12-07
Classroom Discourse Analysis written by Betsy Rymes and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-12-07 with Language Arts & Disciplines categories.
This second edition of Classroom Discourse Analysis continues to make techniques widely used in the field of discourse analysis accessible to a broad audience and illustrates their practical application in the study of classroom talk, ideal for upper-level undergraduate and graduate students in discourse analysis, applied linguistics, and anthropology and education. Grounded in a unique tripartite "dimensional approach," individual chapters investigate interactional resources that model forms of discourse analysis teachers may practice in their own classrooms while other chapters provide students with a thorough understanding of how to actually collect and analyse data. The presence of a number of pedagogical features, including activities and exercises and a comprehensive glossary help to enhance students‘ understanding of these key tools in classroom discourse analysis research. Features new to this edition reflect current developments in the field, including: increased coverage of peer interaction in the classroom greater connecting analysis to curricular and policy mandates and standards-based reform movements sample excerpts from actual student classroom discourse analysis assignments a new chapter on the repertoire approach, an increasingly popular method of analysis of particular relevance to today’s multilingual classrooms
Investigating Classroom Discourse
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Author : Steve Walsh
language : en
Publisher: Routledge
Release Date : 2006-04-18
Investigating Classroom Discourse written by Steve Walsh and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006-04-18 with Language Arts & Disciplines categories.
Introducing language use and interaction as the basis of good teaching and learning, this invaluable book equips teachers and researchers with the tools to analyze classroom discourse and move towards more effective instruction. Presenting an overview of existing approaches to describing and analyzing classroom discourse, Steve Walsh identifies the principal characteristics of classroom language in the contexts of second language classrooms, primary and secondary classrooms, and higher education settings. A distinct feature of the book are the classroom recordings and reflective feedback interviews from a sample group of teachers that Walsh uses to put forward SETT (Self Evaluation of Teacher Talk) as a framework for examining discourse within the classroom. This framework is used to identify different modes of discourse, which are employed by teachers and students, to increase awareness of the importance of interaction, and to maximize learning opportunities. This book will appeal to applied linguists, teachers and researchers of TESOL, as well as practitioners on MEd or taught doctorate programmes.
East Asian Perspectives On Silence In English Language Education
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Author : Jim King
language : en
Publisher: Multilingual Matters
Release Date : 2020-06-22
East Asian Perspectives On Silence In English Language Education written by Jim King and has been published by Multilingual Matters this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-06-22 with Language Arts & Disciplines categories.
Silence is a key pedagogical issue in language education. Seen by some as a space for thinking and reflection during the learning process, for others silence represents a threat, inhibiting target language interaction which is so vital during second language acquisition. This book eschews stereotypes and generalisations about why so many learners from East Asia seem either reluctant or unable to speak in English by providing a state-of-the art account of current research into the complex and ambiguous issue of silence in language education. The innovative research included in this volume focuses on silence both as a barrier to successful learning and as a resource that may in some cases facilitate language acquisition. The book offers a fresh perspective on ways to facilitate classroom interaction while also embracing silence and it touches on key pedagogical concepts such as teacher cognition, the role of task features, classroom interactional approaches, pedagogical intervention and socialisation, willingness to communicate, as well as psychological and sociocultural factors. Each of the book’s chapters include self-reflection and discussion tasks, as well as annotated bibliographies for further reading.
Discourse In Content And Language Integrated Learning Clil Classrooms
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Author : Christiane Dalton-Puffer
language : en
Publisher: John Benjamins Publishing
Release Date : 2007-09-27
Discourse In Content And Language Integrated Learning Clil Classrooms written by Christiane Dalton-Puffer and has been published by John Benjamins Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-09-27 with Language Arts & Disciplines categories.
The label CLIL stands for classrooms where a foreign language (English) is used as a medium of instruction in content subjects. This book provides a first in-depth analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school subjects are talked into being during lessons. The analysis shows how CLIL classroom interaction is strongly shaped by its institutional context, which in turn conditions the ways in which students experience, use and learn the target language. The research presented here suggests that CLIL programmes require more explicit language learning goals in order to fully exploit their potential for furthering the learners’ appropriation of a foreign language as a medium of learning.