By providing a contemporary understanding of theories on classroom
dialogue through a sociocultural lens, Sybing offers innovative
ways to observe and foster more engaged interaction between teacher
and student particularly in language learning contexts. How
teachers interact with students has a profound impact on learning
outcomes and learner development, yet remains a topic that requires
more attention in language education. As research and practice in
all education domains shift toward more dialogic approaches to the
co-construction of knowledge, language education can also benefit
from a more comprehensive approach to classroom dialogue that is
relevant to interaction with language learners. This book provides
a foundational understanding of theories of classroom dialogue
relevant to language classroom contexts, which will guide an
analysis of teacher-student interactions taken from observations of
a language classroom in order to propose a framework for language
classroom dialogue for theory and practice. Researchers and
practitioners in language education will benefit from a
comprehensive overview of discussion of and contemporary research
in classroom interaction, sociocultural theory, and intercultural
communication. This book offers useful guidance to scholars where
such discussions are especially useful for addressing issues of
native-speakerism and language ownership.
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