Classroom discourse and teacher development / Steve Walsh.

Format:

Book

Author/Creator:

Walsh, Steve, 1959- author.

Series:

Edinburgh textbooks in applied linguistics

Language:

English

Subjects (All):

Language and education.

Interaction analysis in education.

Discourse analysis.

Effective teaching.

Physical Description:

viii, 161 pages. : illustrations ; 24 cm.

Place of Publication:

Edinburgh : Edinburgh University Press, 2013.

Summary:

This textbook series provides advanced introductions to the main areas of study In contemporary Applied Linguistics, with a principal focus on the theory and practice of language teaching and language learning and on the processes and problems of language in use. Reflective practice is central to teacher education and development, yet it is something that many teachers struggle with. Can reflective practice be refocused by asking teachers to place classroom interaction and discourse at the centre of their reflections? In this accessible textbook, Steve Walsh explains why it is essential to put an understanding of classroom discourse at the centre of any second language teacher education programme, whether it is a formal programme under the guidance of a teacher educator or a more informal, self-directed programme of teacher development He argues that in order to improve their professional practice, language teachers need to gain a detailed, up-close understanding of their local context by focusing on the complex relationship between teacher language, classroom interaction and learning. In order to do this, he revisits and reconceptualises the notion of reflective practice by giving teachers appropriate tools which allow them to reflect on and improve their professional practice. This thought-provoking book not only stimulates debate on classroom discourse and reflective practice, but also contains practical exercises and advice, which will be invaluable to both new and experienced language teachers as well as to researchers in applied linguistics. Book jacket.

Contents:

1 Introduction 1

1.1 Teachers as researchers 1

1.2 L2 teacher education and sociocultural theory 6

1.3 Teacher development and classroom discourse 10

1.4 Challenges for teachers and learners 19

1.5 Overview of the book 21

2 Classroom discourse: an overview 23

2.1 Discourse and discourse analysis 23

2.2 Features of classroom discourse 28

2.3 The IRF exchange structure 41

2.4 Summary 44

3 Classroom interactional competence 46

3.1 Interactional competence 46

3.2 Classroom interactional competence 51

3.3 CIC and teacher development 63

3.4 Summary 68

4 SETT: self-evaluation of teacher talk 69

4.1 Context and contexts 70

4.2 The SETT framework 72

4.3 SETT and teacher development 86

4.4 Summary 89

5 Researching classroom discourse 91

5.1 Recording, transcription and ethics 92

5.2 Interaction analysis, discourse analysis, conversation analysis 97

5.3 Corpus-based approaches 102

5.4 CLCA: corpus linguistics and conversation analysis 106

5.5 Summary 110

6 Reflective practice revisited 112

6.1 Definitions of RP 112

6.2 The 'problems' of RP 113

6.3 Reflective practice revitalised 119

6.4 Summary 130

7 Conclusion 131

7.1 Current perspectives on classroom discourse 131

7.2 Teacher development: current issues and future directions 135.

Notes:

Includes bibliographical references and index.

ISBN:

9780748645176

0748645179

OCLC:

827267064