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The handbook of classroom discourse and interaction

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Información General

Autores: Numa Markee (ed. lit.)
Editores: Chichester, West Sussex Malden, MA : Wiley Blackwell, 2015
Año de publicación: 2015
País: Estados Unidos
Idioma: inglés
ISBN: 9781-118-53112-9
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Otros catálogos

Red de Bibliotecas Universitarias (REBIUN)

Dialnet Métricas: 1 Cita

Citas a capítulos: 7 Citas

Listado de artículos

- 1. Preliminary Matters
  - Classroom discourse and interaction research (Introduction)
    Numa Markee
    págs. 3-20
- 2. Research Methodologies and Assessment
  - Overview of the research methodologies and assessment section
    Numa Markee
    págs. 23-25
  - Developing a multi-faceted research process: an ethnographic perspective for reading across traditions
    Judith L. Greeen, Maria Lúcia Castanheira, Audra Skukauskaite, John Hammond
    págs. 26-43
  - Understanding classroom discourse and interaction: qualitative perspectives
    Audra Skukauskaite, Jessica Rangel, Lisa García Rodríguez, Denise Krohn Ramón
    págs. 44-59
  - Experimental perspectives on classroom interaction
    Mike Long
    págs. 60-73
  - Shifting trends in the assessment of classroom interaction
    Marta Antón
    págs. 74-90
- 3. The Educational Tradition
  - Overview of the educational tradition
    Numa Markee
    págs. 91-92
  - Discourse and learning in contexts of educational interaction
    Carl H. Frederiksen, Janet Donin
    págs. 96-114
  - Can Neo-Marxian and poststructural theories in education inform Each Other? Using genre approaches to bridge the gap
    Ross Collin, Michael W. Apple
    págs. 115-127
  - The role of talk in group-based activity in classrooms
    David Bloome
    págs. 128-141
  - The sequential analysis of instruction
    Oskar Lindwall, Gustav Lymer, Christian Greiffenhagen
    págs. 142-158
- 4. The Cognitive Interactionist Tradition
  - Overview of the cognitive interactionist tradition
    Numa Markee
    págs. 161-162
  - The role of tasks as vehicles for language learning in classroom interaction
    Youjin Kim
    págs. 163-181
  - Comprehensible input and output in classroom interaction
    Susan M. Gass
    págs. 182-197
  - An interactionist approach to learner-learner interaction in second and foreig language classrooms
    Melissa A. Bowles, Rebecca J. Adams
    págs. 198-212
  - The relative effectiveness of corrective feedback in classroom interaction
    Roy Lyster
    págs. 213-228
- 5. The Sociocultural Theory Tradition
  - Overview of the sociocultural theory tradition
    Numa Markee
    págs. 231-232
  - From interaction to intra-action: the internalization of talk, gesture and concepts in the second language classroom
    Eduardo Negueruela Azarola, Próspero N. García, Kimberly Buescher
    págs. 233-249
  - Classroom discourse and interaction in the zone of proximal development
    Holbrook Mahn
    págs. 250-264
  - The emergence of sociolinguistics competence in L2 classromm interaction
    Rémi A. van Compernolle
    págs. 265-280
  - Sociocultural approaches to expert-novice relationships in second language interaction
    Steven L. Thorne, John Hellermann
    págs. 281-298
- 6. The Language Socialization Tradition
  - Overview of the language socialization tradition
    Numa Markee
    págs. 301-303
  - Literacy, creativity and continuity: a language socialization perspective on heritage language classroom interaction
    Agnes Weiyun He
    págs. 304-318
  - Language socialization across learning spaces
    Jin Sook Lee, Mary Bucholtz
    págs. 319-336
  - Academic language and literacy socialization for second language students
    Patricia A. Duff, Tim Anderson
    págs. 337-352
  - A language socialization perspective on identity work of ESL Youth in a superdiverse high school classroom
    Steven Talmy
    págs. 353-368
- 7. The Conversation Analysis Tradition
  - Overview of the conversation analysis tradition
    Numa Markee
    págs. 371-372
  - L2 Classroom interaction as a complex adaptive system
    P. Seedhouse
    págs. 373-389
  - Conversation-for-Learning: institutional talk beyond the classroom
    Gabriele Kasper, Younhee Kim
    págs. 390-408
  - Documenting change across time: longitudinal and cross-sectional CA studies of classroom interaction
    Simona Pekarek Doehler, Virginie Fasel Lauzon
    págs. 409-424
  - CA-for-SLA Studies of classroom interaction: Quo Vadis?
    Numa Markee, Silvia Kunitz
    págs. 425-440
- 8. The Critical Theory Tradition
  - Overview of the critical theory tradition
    Numa Markee
    págs. 443-445
  - Multilingual classroom discourse as a window on wider social, political and ideological processes: critical ethnographic approaches
    Marilyn Martin-Jones
    págs. 446-460
  - Power, resistance and second language learning
    Elizabeth R. Miller
    págs. 461-474
  - Seeing 'language and development' play out in classroom interaction
    Roslyn Appleby
    págs. 475-489
  - The social construction of inequality in and through interaction in multilingual classrooms
    Luisa Martín Rojo
    págs. 490-506
- 9. Final Words
  - Where does research on classroom discourse and interaction go from here?
    Numa Markee
    págs. 509-526

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