Traditionally, teachers and researchers have looked for student
participation in moments when teachers provide interactional space
for it this book takes a more holistic approach, examining how
learners are participating (or not) throughout classroom
interaction. It looks beyond turn-taking to consider participation
as a multimodal phenomenon, including actions such as posture and
gaze. It also expands the scope of classroom conversation analysis
in three ways: 1) by focusing on student actions 2) by
incorporating multimodal analysis, and 3) by examining both
language learning contexts and non-L2 classrooms. In doing so the
book uncovers how the identity of 'being a student' is enacted and
provides implications for practice, teacher education and
observation including emphasis on teacher interactional awareness
and reflective practice.
General
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