Full Description
This accessible 'how to' text is about classroom interaction - how to study it and how to use that knowledge to improve teaching and learning. Actually showing what critical, constructionist, sociocultural perspectives on teaching, learning, and schooling are and what they can do, it makes discourse analysis understandable and useful to teachers and other nonlinguists.
Using Discourse Analysis to Improve Classroom Interaction:
offers teachers the powerful tools of discourse analysis as a way of understanding the complex dynamics of human interaction that constitute effective, equitable teaching and learning
guides readers step-by-step through how to build their interactional awareness to improve their teaching
includes 'Try It Out' exercises to engage readers in learning how to respond to the social dynamics of their classrooms for the purpose of improving classroom interaction.
Proceeding from simple illustrations to more complex layering of analytical concepts, short segments of talk, transcribed to highlight important points, are used to explain and illustrate the concepts. By the time readers get to the complicated issues addressed in this text they are ready to deal with some of teaching's toughest challenges, and have the tools to build positive relationships among their students so that all can participate equally in the classroom.
Contents
Preface
Acknowledgments
PART ONE: "Reading" Conversations, Opening Possibilities
Chapter 1: Talking and Learning
Chapter 2: Assuming & Choosing
Chapter 3: Interacting & Positioning
Chapter 4: Identity & Worlds
Chapter 5: Interdiscursivity
Chapter 6: Power
Chapter 7: Building Knowledge
PART TWO: CURRICULUM
Introduction
Chapter 8: Positioning, Alignment, Stake, and Identity 1
Chapter 9: Positioning, Alignment, Stake, and Identity 2
Chapter 10: Minimizing Face Threats While Challenging Practice
PART THREE: DIFFERENCE
Introduction
Chapter 11: Clashes and Intersections of the Different Worlds of Teacher and Students, Case 1
Chapter 12: Clashes and Intersections of the Different Worlds of Teacher and Student, Case 2
PART FOUR: Accountability and Assessment
Introduction
Chapter 13: The Discursive Qualities of Inclusive Diverse Classrooms
Chapter 14: Interrogating Timed Prompted Writing in Professional Development Communities
Chapter 15: Reframing Accountability Measures: Repositioning Teachers and Students
Epilogue
