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- Author: Steve Walsh
- Publisher: Routledge
- ISBN-10: 0415364698
- ISBN-13: 9780415364690
- Format: 16 x 23.3 x 1.1 cm, minkšti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
Reviews
Description
Introducing language use and interaction as the basis of good teaching and learning, this invaluable book equips teachers and researchers with the tools to analyze classroom discourse and move towards more effective instruction.
Presenting an overview of existing approaches to describing and analyzing classroom discourse, Steve Walsh identifies the principal characteristics of classroom language in the contexts of second language classrooms, primary and secondary classrooms, and higher education settings. A distinct feature of the book are the classroom recordings and reflective feedback interviews from a sample group of teachers that Walsh uses to put forward SETT (Self Evaluation of Teacher Talk) as a framework for examining discourse within the classroom. This framework is used to identify different modes of discourse, which are employed by teachers and students, to increase awareness of the importance of interaction, and to maximize learning opportunities.
This book will appeal to applied linguists, teachers and researchers of TESOL, as well as practitioners on MEd or taught doctorate programmes.
EXTRA 10 % discount with code: EXTRA
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The discount code is valid when purchasing from 10 €. Discounts do not stack.
- Author: Steve Walsh
- Publisher: Routledge
- ISBN-10: 0415364698
- ISBN-13: 9780415364690
- Format: 16 x 23.3 x 1.1 cm, minkšti viršeliai
- Language: English English
Introducing language use and interaction as the basis of good teaching and learning, this invaluable book equips teachers and researchers with the tools to analyze classroom discourse and move towards more effective instruction.
Presenting an overview of existing approaches to describing and analyzing classroom discourse, Steve Walsh identifies the principal characteristics of classroom language in the contexts of second language classrooms, primary and secondary classrooms, and higher education settings. A distinct feature of the book are the classroom recordings and reflective feedback interviews from a sample group of teachers that Walsh uses to put forward SETT (Self Evaluation of Teacher Talk) as a framework for examining discourse within the classroom. This framework is used to identify different modes of discourse, which are employed by teachers and students, to increase awareness of the importance of interaction, and to maximize learning opportunities.
This book will appeal to applied linguists, teachers and researchers of TESOL, as well as practitioners on MEd or taught doctorate programmes.
Reviews