The Handbook of Classroom Discourse and Interaction.

Intro -- Title Page -- Copyright Page -- Contents -- Notes on Contributors -- Acknowledgements -- Part I Preliminary Matters -- Chapter 1 Introduction: Classroom Discourse and Interaction Research -- 1. Introduction -- 2. Rationale -- 3. Organization of the Volume -- 4. Conclusion -- 5. Acknowledgments -- Notes -- References -- Part II Research Methodologies and Assessment -- Overview of the Research Methodologies and Assessment Section -- References -- Chapter 2 Developing a Multi-faceted Research Process: An Ethnographic Perspective for Reading Across Traditions -- 1. Introduction -- 2. Part 1 Developing an Orienting Logic of Inquiry Guiding an Ethnographic Perspective -- 3. Part 2 Telling Cases as a Process of Ethnographic Meta-Analysis -- 4. Closings and Openings -- Notes -- References -- Chapter 3 Understanding Classroom Discourse and Interaction: Qualitative Perspectives -- 1. Introduction -- 2. Our Approach -- 3. What Counts as Qualitative? The Development of Qualitative Research -- 4. Studying Classroom Interaction and Discourse: Telling Cases Across Interdisciplinary Journals -- 5. Contributions of Qualitative Research to the Understanding of Classroom Interaction, Discourse, and Social Life -- References -- Cross References -- Chapter 4 Experimental Perspectives on Classroom Interaction -- 1. Introduction -- 2. Historical Overview -- 3. Future Directions: Research Settings and Generalizability -- 4. Conclusions -- Notes -- References -- Cross References -- Chapter 5 Shifting Trends in the Assessment of Classroom Interaction -- 1. Introduction -- 2. Historical Perspective -- 3. Current Trends -- 4. Critical Issues -- 5. Future Directions -- References -- Cross References -- Part III The Educational Tradition -- Overview of the Educational Tradition -- Note -- References.

Chapter 6 Discourse and Learning in Contexts of Educational Interaction -- 1. Introduction -- 2. Discourse Analysis of Learning Interactions -- 3. Learning Through Discourse Interactions: An Example -- 4. Conclusions -- Note -- References -- Cross References -- Appendix 1 Problem 1 dialogue with the novice student (modeling) -- Appendix 2 Problem 2 dialogue with novice student (coaching) -- Chapter 7 Can Neo-Marxian and Poststructural Theories in Education Inform Each Other? Using Genre Approaches to Bridge the Gap -- 1. Introduction -- 2. Neo-Marxism -- 3. Poststructuralism -- 4. Foucauldian Theories of Discourse -- 5. Genre -- 6. Conclusion -- Note -- References -- Cross References -- Chapter 8 The Role of Talk in Group-based Activity in Classrooms -- 1. Introduction -- 2. Communication and Learning in Small Groups -- 3. Conversational Structures and Educational Outcomes -- 4. Language in Group-Based Activity as a Situated Process -- 5. Final Comments -- 6. Acknowledgement -- Notes -- References -- Cross References -- Chapter 9 The Sequential Analysis of Instruction -- 1. Introduction -- 2. Sequential Analysis and Classroom Research -- 3. Instruction -- 4. Four Contexts of Instructions -- 5. Conclusion -- References -- Cross References -- Part IV The Cognitive Interactionist Tradition -- Overview of the Cognitive Interactionist Tradition -- Reference -- Chapter 10 The Role of Tasks as Vehicles for Language Learning in Classroom Interaction -- 1. Introduction -- 2. What are Tasks? -- 3. Previous Research on Task-Based Interaction in Classroom Contexts -- 4. Collaborative Priming Tasks as Vehicles for Classroom-Based Language Learning -- 5. Future Directions -- References -- Cross References -- Chapter 11 Comprehensible Input and Output in Classroom Interaction -- 1. Introduction -- 2. Input -- 3. Comprehensible Output -- 4. Interaction Approach.

5. Individual Learner Variables -- 6. Interaction and the Classroom: A Focus on Output -- 7. Directions for Future Research -- References -- Cross References -- Chapter 12 An Interactionist Approach to Learner-learner Interaction in Second and Foreign Language Classrooms -- 1. Introduction -- 2. Basic Tenets of the Interactionist Approach -- 3. Learner-learner Interactions -- 4. Proficiency and Language Background in Peer Interaction -- 5. Tasks in Peer Interaction -- 6. Modality of Peer Interaction -- 7. Conclusion -- Note -- References -- Cross References -- Chapter 13 The Relative Effectiveness of Corrective Feedback in Classroom Interaction -- 1. Introduction -- 2. Corrective Feedback Types -- 3. Corrective Feedback Effectiveness -- 4. Instructional Variables Moderating CF Effectiveness -- 5. Future Research Directions -- References -- Cross References -- Part V The Sociocultural Theory Tradition -- Overview of the Sociocultural Theory Tradition -- Note -- Reference -- Chapter 14 From Interaction to Intra-action: The Internalization of Talk, Gesture, and Concepts in the Second Language Classroom -- 1. Introduction: Social Interaction and Personal Intra-action -- 2. Interaction, Learning and Development: a Vygotskyan Approach -- 3. Documenting Interaction that Leads to L2 Development: Internalization is not Linear -- 4. Gesture: From Interaction to Intra-action -- 5. From Social to Private Speech: Interaction, Conceptualization and the ZPD -- 6. Interaction and Conceptual Categories: Ideas Becoming Functional Concepts in the L2 Classroom -- 7. Final Implications for Teachers and Researchers -- 8. Acknowledgement -- Notes -- References -- Cross References -- Chapter 15 Classroom Discourse and Interaction in the Zone of Proximal Development -- 1. Introduction -- 2. Zone of Proximal Development.

3. Zone of Proximal Development and Periods in Child Development -- 4. Vygotsky's Theory of Concept Development -- 5. Everyday Concepts and Academic Concepts -- 6. The Academic Literacy for All Project -- 7. Conclusion -- 8. Acknowledgment -- Notes -- References -- Cross References -- Chapter 16 The Emergence of Sociolinguistic Competence in L2 Classroom Interaction -- 1. Introduction -- 2. Sociolinguistic Competence as Mediated Action -- 3. The Emergence of Sociolinguistic Competence Through Concept-based Instruction -- 4. Discussion and Conclusion -- References -- Cross References -- Chapter 17 Sociocultural Approaches to Expert-novice Relationships in Second Language Interaction -- 1. Introduction -- 2. Theory, Constructs and Pedagogical Approaches -- 3. Expert-novice Instructional Interaction in Socioculturally Informed L2 Research -- 4. Expanding Investigations of Expert-novice Interactions to Include Socially Oriented Interactional Frameworks -- 5. Current Developments in Sociocultural Approaches to Expert-novice Interaction -- 6. Discussion -- Notes -- References -- Cross References -- Part VI The Language Socialization Tradition -- Overview of the Language Socialization Tradition -- Chapter 18 Literacy, Creativity, and Continuity: A Language Socialization Perspective on Heritage Language Classroom Interaction -- 1. Heritage Language Classrooms -- 2. Insights from Language Socialization -- 3. Socializing Heritage Literacy in Chinese Heritage Language Classes -- 4. Multi-performances: Creativity and Continuity -- 5. Conclusion and Discussions -- References -- Cross References -- Chapter 19 Language Socialization Across Learning Spaces -- 1. Introduction -- 2. Language Socialization as a Theory -- 3. Language Socialization as a Methodology -- 4. Language Socialization Across Learning Spaces: The SKILLS Program.

5. Multidirectional LS Across Domains: SKILLS Student-researcher Nancy Áviles -- 6. Conclusion -- 7. Acknowledgments -- Note -- References -- Cross References -- Chapter 20 Academic Language and Literacy Socialization for Second Language Students -- 1. Introduction -- 2. Language and Literacy Socialization as Theoretical and Methodological Frameworks -- 3. Classroom-oriented Academic LS Contexts and Communication Events -- 4. Language and Literacy Socialization in and across Secondary and Post secondary Educational Contexts -- 5. Conclusion -- Notes -- References -- Cross References -- Chapter 21 A Language Socialization Perspective on Identity Work of ESL Youth in a Superdiverse High School Classroom -- 1. Introduction -- 2. Language Socialization, Superdiversity, and Social Identity -- 3. The Tradewinds Study -- 4. Discussion -- 5. Related Studies -- Notes -- References -- Cross References -- Part VII The Conversation Analysis Tradition -- Overview of the Conversation Analysis Tradition -- Reference -- Chapter 22 L2 Classroom Interaction as a Complex Adaptive System -- 1. Introduction -- 2. What is Complexity Theory? -- 3. What are Complex Adaptive Systems? -- 4. The Characteristics of L2 Classroom Interaction -- 5. The Characteristics of L2 Classroom Interaction Compared with Those of Complex Adaptive Systems -- 6. A Technological Approach to the Multimodal Analysis of Task-Based Interaction -- 7. Understanding Task-Based Interaction using Multimodal Analysis: An Example -- 8. Conclusions -- References -- Cross References -- Chapter 23 Conversation-for-Learning: Institutional Talk Beyond the Classroom -- 1. Introduction -- 2. Conversation-for-Learning as Institutional Talk -- 3. Achieving the Local Order of Conversations-for-Learning -- 4. Learning and Development -- 5. Some Directions for Future Research -- References -- Cross References.

Chapter 24 Documenting Change Across Time: Longitudinal and Cross-sectional CA Studies of Classroom Interaction.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.