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- Author: Christine M Jacknick
- Publisher: Edinburgh University Press
- ISBN-10: 1474455182
- ISBN-13: 9781474455183
- Format: 15.6 x 23.4 x 1.4 cm, hardcover
- Language: English
- SAVE -10% with code: EXTRA
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Description
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.
EXTRA 10 % discount with code: EXTRA
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- Author: Christine M Jacknick
- Publisher: Edinburgh University Press
- ISBN-10: 1474455182
- ISBN-13: 9781474455183
- Format: 15.6 x 23.4 x 1.4 cm, hardcover
- Language: English English
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.
Reviews