{"product_id":"the-handbook-of-classroom-discourse-and-interaction-isbn-9781119039907","title":"The Handbook of Classroom Discourse and Interaction","description":"\u003cp\u003eOffering an interdisciplinary approach, \u003ci\u003eThe Handbook of Classroom Discourse and Interaction\u003c\/i\u003e presents a series of contributions written by educators and applied linguists that explores the latest research methodologies and theories related to classroom language.\u003c\/p\u003e \u003cp\u003e• Organized to facilitate a critical understanding of how and why various research traditions differ and how they overlap theoretically and methodologically\u003c\/p\u003e \u003cp\u003e• Discusses key issues in the future development of research in critical areas of education and applied linguistics\u003c\/p\u003e \u003cp\u003e• Provides empirically-based analysis of classroom talk to illustrate theoretical claims and methodologies\u003c\/p\u003e \u003cp\u003e• Includes multimodal transcripts, an emerging trend in education and applied linguistics, particularly in conversation analysis and sociocultural theory\u003c\/p\u003e \u003cp\u003eNotes on Contributors x\u003c\/p\u003e \u003cp\u003eAcknowledgements xvi\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Preliminary Matters 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1 Introduction: Classroom Discourse and Interaction Research 3 \u003cbr\u003e\u003ci\u003eNuma Markee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Research Methodologies and Assessment 21\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of the Research Methodologies and Assessment Section 23\u003cbr\u003e\u003ci\u003eNuma Markee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2 Developing a Multi‐faceted Research Process: An Ethnographic Perspective for Reading Across Traditions 26\u003cbr\u003e\u003ci\u003eJudith L. Green, Maria Lúcia Castanheira, Audra Skukauskaite, and John W. Hammond\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3 Understanding Classroom Discourse and Interaction: Qualitative Perspectives 44\u003cbr\u003e\u003ci\u003eAudra Skukauskaite, Jessica Rangel, Lisa Garcia Rodriguez, and Denise Krohn Ramón\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4 Experimental Perspectives on Classroom Interaction 60\u003cbr\u003e\u003ci\u003eMike Long\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5 Shifting Trends in the Assessment of Classroom Interaction 74\u003cbr\u003e\u003ci\u003eMarta Antón\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III The Educational Tradition 91\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of the Educational Tradition 93\u003cbr\u003e\u003ci\u003eNuma Markee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6 Discourse and Learning in Contexts of Educational Interaction 96\u003cbr\u003e\u003ci\u003eCarl H. Frederiksen and Janet Donin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7 Can Neo‐Marxian and Poststructural Theories in Education Inform Each Other? Using Genre Approaches to Bridge the Gap 115\u003cbr\u003e\u003ci\u003eRoss Collin and Michael W. Apple\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8 The Role of Talk in Group‐based Activity in Classrooms 128\u003cbr\u003e\u003ci\u003eDavid Bloome\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9 The Sequential Analysis of Instruction 142\u003cbr\u003e\u003ci\u003eOskar Lindwall, Gustav Lymer, and Christian Greiffenhagen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV The Cognitive Interactionist Tradition 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of the Cognitive Interactionist Tradition 161\u003cbr\u003e\u003ci\u003eNuma Markee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10 The Role of Tasks as Vehicles for Language Learning in Classroom Interaction 163\u003cbr\u003e\u003ci\u003eYouJin Kim\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11 Comprehensible Input and Output in Classroom Interaction 182\u003cbr\u003e\u003ci\u003eSusan M. Gass\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12 An Interactionist Approach to Learner–learner Interaction in Second and Foreign Language Classrooms 198\u003cbr\u003e\u003ci\u003eMelissa A. Bowles and Rebecca J. Adams\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13 The Relative Effectiveness of Corrective Feedback in Classroom Interaction 213\u003cbr\u003e\u003ci\u003eRoy Lyster\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart V The Sociocultural Theory Tradition 229\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of the Sociocultural Theory Tradition 231\u003cbr\u003e\u003ci\u003eNuma Markee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14 From Interaction to Intra‐action: The Internalization of Talk, Gesture, and Concepts in the Second Language Classroom 233\u003cbr\u003e\u003ci\u003eEduardo Negueruela‐Azarola, Próspero N. García, and Kimberly Buescher\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e15 Classroom Discourse and Interaction in the Zone of Proximal Development 250\u003cbr\u003e\u003ci\u003eHolbrook Mahn\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e16 The Emergence of Sociolinguistic Competence in L2 Classroom Interaction 265\u003cbr\u003e\u003ci\u003eRémi A. van Compernolle\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e17 Sociocultural Approaches to Expert–novice Relationships in SecondLanguage Interaction 281\u003cbr\u003e\u003ci\u003eSteven L. Thorne and John Hellermann\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VI The Language Socialization Tradition 299\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of the Language Socialization Tradition 301\u003cbr\u003e\u003ci\u003eNuma Markee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e18 Literacy, Creativity, and Continuity: A Language Socialization Perspective on Heritage Language Classroom Interaction 304\u003cbr\u003e\u003ci\u003eAgnes Weiyun He\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e19 Language Socialization Across Learning Spaces 319\u003cbr\u003e\u003ci\u003eJin Sook Lee and Mary Bucholtz\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e20 Academic Language and Literacy Socialization for Second Language Students 337\u003cbr\u003e\u003ci\u003ePatricia A. Duff and Tim Anderson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e21 A Language Socialization Perspective on Identity Work of ESL Youth in a Superdiverse High School Classroom 353\u003cbr\u003e\u003ci\u003eSteven Talmy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VII The Conversation Analysis Tradition 369\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of the Conversation Analysis Tradition 371\u003cbr\u003e\u003ci\u003eNuma Markee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e22 L2 Classroom Interaction as a Complex Adaptive System 373\u003cbr\u003e\u003ci\u003ePaul Seedhouse\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e23 Conversation‐for‐Learning: Institutional Talk Beyond the Classroom 390\u003cbr\u003e\u003ci\u003eGabriele Kasper and Younhee Kim\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e24 Documenting Change Across Time: Longitudinal and Cross‐sectional CA Studies of Classroom Interaction 409\u003cbr\u003e\u003ci\u003eSimona Pekarek Doehler and Virginie Fasel Lauzon\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e25 CA‐for‐SLA Studies of Classroom Interaction: Quo Vadis? 425\u003cbr\u003e\u003ci\u003eNuma Markee and Silvia Kunitz\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VIII The Critical Theory Tradition 441\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of the Critical Theory Tradition 443\u003cbr\u003e\u003ci\u003eNuma Markee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e26 Multilingual Classroom Discourse as a Window on Wider Social, Political and Ideological Processes: Critical Ethnographic Approaches 446\u003cbr\u003e\u003ci\u003eMarilyn Martin‐Jones\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e27 Power, Resistance and Second Language Learning 461\u003cbr\u003e\u003ci\u003eElizabeth R. Miller\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e28 Seeing ‘Language and Development’ Play out in Classroom Interaction 475\u003cbr\u003e\u003ci\u003eRoslyn Appleby\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e29 The Social Construction of Inequality in and through Interaction in Multilingual Classrooms 490\u003cbr\u003e\u003ci\u003eLuisa Martín Rojo\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IX Final Words 507\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e30 Where Does Research on Classroom Discourse and Interaction Go From Here? 509\u003cbr\u003e\u003ci\u003eNuma Markee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAppendix Transcription Conventions in Conversation Analysis 527\u003c\/p\u003e \u003cp\u003eIndex 529\u003c\/p\u003e \u003cp\u003e“This book, with contributions from leading researchers and rising stars, contains a plethora of essential information on classroom discourse and interaction, both thorough and practical. It is comprehensive, up to date, and extremely accessible. It will be essential reading for the current generation of applied linguists, and beyond.”\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAlison Mackey\u003c\/b\u003e, Georgetown University, USA\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eNuma Markee\u003c\/b\u003e is Associate Professor in the Department of Linguistics at the University of Illinois at Urbana-Champaign, USA. He is an English Language Specialist for the US Department of State and author of \u003ci\u003eManaging Curricular Innovation\u003c\/i\u003e (1997) and \u003ci\u003eConversation Analysis\u003c\/i\u003e (2000).   \u003c\/p\u003e\u003cp\u003e\"This book, with contributions from leading researchers and rising stars, contains a plethora of essential information on classroom discourse and interaction, both thorough and practical. It is comprehensive, up to date, and extremely accessible. It will be essential reading for the current generation of applied linguists, and beyond.\" \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAlison Mackey, Georgetown University, USA\u003c\/b\u003e   \u003c\/p\u003e\u003cp\u003e\u003ci\u003eThe Handbook of Classroom Discourse and Interaction\u003c\/i\u003e is an authoritative reference work exploring the latest research, methodologies, and theories related to classroom language, teaching, and learning. The distinguished group of contributors represent a variety of research traditions that include education, cognitive interactionism, sociocultural theory, language socialization, conversation analysis, and critical theory. The framework of the volume allows readers to gain important insights into the ways researchers conceptualize and carry out research on classroom discourse and interaction—with an overarching goal of facilitating a critical understanding of how and why these traditions differ, using empirically based research. The final chapter looks to the future with questions about the directions of classroom language research.  \u003c\/p\u003e\u003cp\u003e\u003ci\u003eThe Handbook of Classroom Discourse and Interaction\u003c\/i\u003e is an important and innovative reference work that brings together cutting-edge research in an area with broad implications for education in practice.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990246473957,"sku":"NP9781119039907","price":62.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119039907.jpg?v=1761787050","url":"https:\/\/k12savings.com\/es\/products\/the-handbook-of-classroom-discourse-and-interaction-isbn-9781119039907","provider":"K12savings","version":"1.0","type":"link"}