|
Showing 1 - 12 of
12 matches in All Departments
Integral to the tapestry of social interaction, storytelling is the
focus of interest for scholars from a diverse range of academic
disciplines. This volume combines the study of conversation
analysis (CA) with storytelling in multilingual contexts to examine
how multilingual speakers converse and manage various aspects of
storytelling and how they accomplish a wide range of actions
through storytelling in classroom and everyday settings. An
original, book-length endeavor devoted exclusively to storytelling
in multilingual contexts, this book contributes to broadening the
scope of the foundational conversation analytic literature on
storytelling and to further specifying the nature of second
language (L2) interactional competence. Designed for pre-service
and in-service second or foreign language teachers, students of
applied linguistics, as well as scholars interested in
storytelling, this volume explores the cross-linguistic nature of
generic interactional practices, sheds light on the nature of
translanguaging and learner language, and provides insights into
teacher practices on managing classroom storytelling.
Pedagogical interaction can be observed through many different
landscapes, such as the graduate seminar, the writing skills
center, the after-school literacy program, adult ESL classrooms,
and post-observation conferences. By viewing these settings through
the lens of conversation analysis, this volume lays the groundwork
for three principles of pedagogical interaction: competence,
complexity, and contingency. The author explores these principles
and how they inform what makes a good teacher, how people learn,
and why certain pedagogical encounters are more enlightening than
others. Drawn from the author's original research in various
pedagogical settings, this volume collects empirical insights from
conversation analysis and contributes to theory building.
Theorizing Pedagogical Interaction will appeal to students and
scholars in applied linguistics, educational linguistics, and
communication studies who are interested in the discourse of
teaching and learning.
Integral to the tapestry of social interaction, storytelling is the
focus of interest for scholars from a diverse range of academic
disciplines. This volume combines the study of conversation
analysis (CA) with storytelling in multilingual contexts to examine
how multilingual speakers converse and manage various aspects of
storytelling and how they accomplish a wide range of actions
through storytelling in classroom and everyday settings. An
original, book-length endeavor devoted exclusively to storytelling
in multilingual contexts, this book contributes to broadening the
scope of the foundational conversation analytic literature on
storytelling and to further specifying the nature of second
language (L2) interactional competence. Designed for pre-service
and in-service second or foreign language teachers, students of
applied linguistics, as well as scholars interested in
storytelling, this volume explores the cross-linguistic nature of
generic interactional practices, sheds light on the nature of
translanguaging and learner language, and provides insights into
teacher practices on managing classroom storytelling.
Now in its second edition, this volume offers a strong synthesis of
classic and current work in conversation analysis (CA), usefully
encapsulated in a model of interactional practices that comprise
interactional competence. Through this synthesis, Wong and Waring
demonstrate how CA findings can help to increase language teachers'
awareness of the spoken language and suggest ways of applying that
knowledge to teaching second language interaction skills. The
Second Edition features: Substantial updates that include new
findings on interactional practices Reconceptualized, reorganized,
and revised content for greater accuracy, clarity, and readability
Expanded key concepts glossary at the end of each chapter New tasks
with more transcripts of actual talk New authors' stories The book
is geared towards current and prospective second or foreign
language teachers, material developers, and other language
professionals, and assumes neither background knowledge of
conversation analysis nor its connection to second language
teaching. It also serves as a handy reference for those interested
in key CA findings on social interaction.
Now in its second edition, this volume offers a strong synthesis of
classic and current work in conversation analysis (CA), usefully
encapsulated in a model of interactional practices that comprise
interactional competence. Through this synthesis, Wong and Waring
demonstrate how CA findings can help to increase language teachers'
awareness of the spoken language and suggest ways of applying that
knowledge to teaching second language interaction skills. The
Second Edition features: Substantial updates that include new
findings on interactional practices Reconceptualized, reorganized,
and revised content for greater accuracy, clarity, and readability
Expanded key concepts glossary at the end of each chapter New tasks
with more transcripts of actual talk New authors' stories The book
is geared towards current and prospective second or foreign
language teachers, material developers, and other language
professionals, and assumes neither background knowledge of
conversation analysis nor its connection to second language
teaching. It also serves as a handy reference for those interested
in key CA findings on social interaction.
Pedagogical interaction can be observed through many different
landscapes, such as the graduate seminar, the writing skills
center, the after-school literacy program, adult ESL classrooms,
and post-observation conferences. By viewing these settings through
the lens of conversation analysis, this volume lays the groundwork
for three principles of pedagogical interaction: competence,
complexity, and contingency. The author explores these principles
and how they inform what makes a good teacher, how people learn,
and why certain pedagogical encounters are more enlightening than
others. Drawn from the author's original research in various
pedagogical settings, this volume collects empirical insights from
conversation analysis and contributes to theory building.
Theorizing Pedagogical Interaction will appeal to students and
scholars in applied linguistics, educational linguistics, and
communication studies who are interested in the discourse of
teaching and learning.
Discourse Analysis: The Questions Discourse Analysts Ask and How
They Answer Them is the first introductory text organized around
the kinds of questions discourse analysts ask and how they are
systematically addressed by analysts of different empirical
persuasions, thereby cultivating a principled understanding of the
interdisciplinary field of discourse analysis. The text promotes
synthesis, integration, and a multidimensional understanding of the
core issues that preoccupy discourse analysts. (1) How is discourse
structured? (2) How are social actions accomplished in discourse?
(3) How are identities negotiated in discourse? (4) How are
ideologies constructed in discourse? The answer to each question is
illustrated with transcripts and analyses of actual discourse as
exemplified in key studies in the field. With a range of other
features such as boxed definitions, study questions, and analytical
tasks, this guide to the complex world of discourse is an ideal
resource for courses on discourse analysis.
Traditional concerns with classroom communication have centered on
questions such as who talks more, whether the interaction is
teacher-centered or student-centered, whether participation is
restricted to a few or available to all, what kinds of questions
teachers ask (display or referential), and what kinds of feedback
they give. These indicators provide a simple and useful way of
capturing classroom communication in distributional and categorical
terms. Less attention has been devoted to observing and
understanding the quality of this communication-whether it
facilitates learning regardless of, for example, who talks more.
Based on over a decade of fine-grained analysis of video-recorded
ESL classroom interaction, this book offers one way of seeing and
gauging the quality of classroom communication beyond distributions
and categories. In particular, by parsing detailed transcripts of
actual classroom interaction, it invites reflective conversations
on how three principles of skillful classroom communication may be
practiced in the micro-moments of classroom interaction: (1)
fostering an inviting classroom environment, (2) attending to
student voices, and (3) balancing competing demands (FAB).
Attention to the moment-by-moment complexity of the classroom also
allows teachers to learn and practice the skill of noticing, the
first step in an iterative cycle of noticing, reflecting, and
practicing. That is, along with reflecting on what happened in a
classroom, teachers must also learn to notice what is happening in
the moment. The goal is to cultivate a mentality of
micro-reflection-one that sensitizes teachers to the
consequentiality of every move they make as they make them in the
simultaneity and sequentiality of second-by-second classroom
interaction.
Traditional concerns with classroom communication have centered on
questions such as who talks more, whether the interaction is
teacher-centered or student-centered, whether participation is
restricted to a few or available to all, what kinds of questions
teachers ask (display or referential), and what kinds of feedback
they give. These indicators provide a simple and useful way of
capturing classroom communication in distributional and categorical
terms. Less attention has been devoted to observing and
understanding the quality of this communication—whether it
facilitates learning regardless of, for example, who talks more.
Based on over a decade of fine-grained analysis of video-recorded
ESL classroom interaction, this book offers one way of seeing and
gauging the quality of classroom communication beyond distributions
and categories. In particular, by parsing detailed transcripts of
actual classroom interaction, it invites reflective conversations
on how three principles of skillful classroom communication may be
practiced in the micro-moments of classroom interaction: (1)
fostering an inviting classroom environment, (2) attending to
student voices, and (3) balancing competing demands (FAB).
Attention to the moment-by-moment complexity of the classroom also
allows teachers to learn and practice the skill of noticing, the
first step in an iterative cycle of noticing, reflecting, and
practicing. That is, along with reflecting on what happened in a
classroom, teachers must also learn to notice what is happening in
the moment. The goal is to cultivate a mentality of
micro-reflection—one that sensitizes teachers to the
consequentiality of every move they make as they make them in the
simultaneity and sequentiality of second-by-second classroom
interaction.
This book offers a collection of conversation analytic
investigations into how one US-based philanthropic organization
communicates its mission of improving public health. In contrast to
political speeches or news interviews with prominent figures, much
communication with the public involves the routine work undertaken
by institutional representatives as they interact with external
audiences: this book considers precisely how this work is
accomplished. Communicating with the Public broadens the scope of
conversation analysis by unveiling the interactive, multi-party,
and multi-modal nature of institutional messaging that might
otherwise be construed as a scripted, monologic undertaking. To
this end, it examines a diverse array of contemporary platforms,
including webinars, podcasts, and television interviews, as well as
face-to-face conversations following public talks and panel
discussions. Chapters reveal how both foundation representatives
and their interlocutors target messaging to specific audiences that
may or may not be present, manage the logistics of delivering this
messaging, and position themselves as credible experts or a unified
institutional collective.
Discourse Analysis: The Questions Discourse Analysts Ask and How
They Answer Them is the first introductory text organized around
the kinds of questions discourse analysts ask and how they are
systematically addressed by analysts of different empirical
persuasions, thereby cultivating a principled understanding of the
interdisciplinary field of discourse analysis. The text promotes
synthesis, integration, and a multidimensional understanding of the
core issues that preoccupy discourse analysts. (1) How is discourse
structured? (2) How are social actions accomplished in discourse?
(3) How are identities negotiated in discourse? (4) How are
ideologies constructed in discourse? The answer to each question is
illustrated with transcripts and analyses of actual discourse as
exemplified in key studies in the field. With a range of other
features such as boxed definitions, study questions, and analytical
tasks, this guide to the complex world of discourse is an ideal
resource for courses on discourse analysis.
This book offers a collection of conversation analytic
investigations into how one US-based philanthropic organization
communicates its mission of improving public health. In contrast to
political speeches or news interviews with prominent figures, much
communication with the public involves the routine work undertaken
by institutional representatives as they interact with external
audiences: this book considers precisely how this work is
accomplished. Communicating with the Public broadens the scope of
conversation analysis by unveiling the interactive, multi-party,
and multi-modal nature of institutional messaging that might
otherwise be construed as a scripted, monologic undertaking. To
this end, it examines a diverse array of contemporary platforms,
including webinars, podcasts, and television interviews, as well as
face-to-face conversations following public talks and panel
discussions. Chapters reveal how both foundation representatives
and their interlocutors target messaging to specific audiences that
may or may not be present, manage the logistics of delivering this
messaging, and position themselves as credible experts or a unified
institutional collective.
|
You may like...
Tenet
John David Washington, Robert Pattinson, …
DVD
R53
Discovery Miles 530
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|