The last few decades have seen an increase in interest in classroom interaction, and this has coincided with the global spread of ELT. This book gathers together 11 empirical-based studies of classroom interaction carried out in different countries, including the USA, England, Kenya, Sweden, and China. Implementing methodologies including conversation analysis, corpus-based analysis and discourse analysis, and covering investigatory issues such as CLIL, multilingualism and computer-assisted language learning, each chapter provides cutting-edge accounts of classroom issues and challenges. Along with a state-of-the-art literature review, the chapters provide key insights and engagement priorities that will prove relevant to a variety of learning and teaching contexts.
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vii | |
| Series Editors' Preface |
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ix | |
| Notes on Contributors |
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xii | |
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1 International Perspectives on ELT Classroom Interaction: An Introduction |
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1 | (9) |
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2 Teaching Methods and Approaches: Looking into a Unique CLIL Classroom in Germany |
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10 | (18) |
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3 Summons Turns: The Business of Securing a Turn in Busy Classrooms |
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28 | (21) |
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4 `Funds of Knowledge' for Achievement and Success: Multilingual Pedagogies for Mainstream Primary Classrooms in England |
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49 | (15) |
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5 The Multimodal Organisation of Teacher-Led Classroom Interaction |
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64 | (20) |
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6 Networked Classrooms and Networked Minds: Language Teaching in a Brave New World |
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84 | (26) |
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7 Giving and Following Pedagogical Instructions in Task-Based Instruction: An Ethnomethodological Perspective |
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110 | (19) |
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8 Scaffolding for Mediated Learning during `Whole-Class Exercises' in Kenyan Secondary English Lessons |
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129 | (20) |
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9 L2 and L3 Integrated Learning: Lingua Franca Use in Learning an Additional Language in the Classroom |
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149 | (19) |
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10 What's the Use of Technology? Insights from EFL Classrooms in Chinese Secondary Schools |
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168 | (20) |
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11 Analysing ELT in the European Arena: Multilingual Practices |
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188 | (20) |
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12 Examining English-Only in the EFL Classroom of a Swedish School: A Conversation Analytic Perspective |
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208 | (11) |
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13 Applying Global Perspectives on ELT Classroom Interaction to Current Issues in Language Teaching |
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219 | (8) |
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| References |
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227 | (24) |
| Index |
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251 | |
Alia Amir, Linköping University, Sweden Jean Conteh, Leeds University, UK Melinda Dooly, Autonomous University of Barcelona, Spain Natalia Durus, INALCO, Sorbonne Paris Cité, France Neiloufar Family, University of Kaiserslautern, Germany Rod Gardner, Griffith University, Australia Spencer Hazel, Roskilde University, Denmark Christopher Jenks, University of South Dakota, USA Leila Kääntä, University of Jyväskylä, Finland Li Li, Exeter University, UK Dorine Lugendo, Newcastle University, UK Numa Markee, University of Illinois, Urbana-Champaign, USA Götz Schwab, Karlsruhe University of Education, Germany Olcay Sert, Hacettepe University, Turkey Paul Seedhouse, Newcastle University, UK Heather Smith, Newcastle University, UK Johannes Wagner, University of Southern Denmark Gudrun Ziegler, University of Luxembourg
