This book gathers together 11 empirical-based studies of classroom interaction carried out in different countries, including the USA, England, Kenya, Sweden, and China. 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.
表中的内容
1. International Perspectives on ELT Classroom Interaction: An Introduction; Paul Seedhouse and Christopher Jenks 2. Teaching Methods and Approaches: Looking into a Unique CLIL Classroom in Germany; Gotz Schwab 3. Summons Turns: The Business of Securing a Turn in Busy Classrooms; Rod Gardner 4. ‘Funds of Knowledge’ for Achievement and Success: Multilingual Pedagogies for Mainstream Primary Classrooms in England; Jean Conteh 5. The Multimodal Organisation of Teacher-led Classroom Interaction; Leila Kaanta 6. Networked Classrooms and Networked Minds: Language Teaching in a Brave New World; Melinda Dooly 7. Giving and Following Pedagogical Instructions in Task-based Instruction: An Ethnomethodological Perspective; Numa Markee 8. Scaffolding for Mediated Learning During ‘Whole-class Exercises’ in Kenyan Secondary English Lessons; Dorine Lugendo and Heather Smith 9. L2 and L3 Integrated Learning: Lingua Franca Use in Learning an Additional Language in the Classroom; Spencer Hazel and Johannes Wagner 10. What’s the Use of Technology? Insights from EFL Classrooms in Chinese Secondary Schools; Li Li 11. Analysing ELT in the European Arena: Multilingual Practices; Gudrun Ziegler, Natalia Durus, Olcay Sert and Neiloufar Family 12. Examining English-only in the EFL Classroom of a Swedish School: A Conversation Analytic Perspective; Alia Amir 13. Applying Global Perspectives on ELT Classroom Interaction to Current Issues in Language Teaching; Christopher Jenks and Paul Seedhouse
关于作者
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
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