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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.
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.
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