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OverviewTraditionally, teachers and researchers have looked for student participation in moments when teachers provide interactional space for it this book takes a more holistic approach, examining how learners are participating (or not) throughout classroom interaction. It looks beyond turn-taking to consider participation as a multimodal phenomenon, including actions such as posture and gaze. It also expands the scope of classroom conversation analysis in three ways: 1) by focusing on student actions 2) by incorporating multimodal analysis, and 3) by examining both language learning contexts and non-L2 classrooms. In doing so the book uncovers how the identity of 'being a student' is enacted and provides implications for practice, teacher education and observation including emphasis on teacher interactional awareness and reflective practice. Full Product DetailsAuthor: Christine M. JacknickPublisher: Edinburgh University Press Imprint: Edinburgh University Press ISBN: 9781474455183ISBN 10: 1474455182 Pages: 256 Publication Date: 28 February 2021 Audience: General/trade , General Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsReviewsA welcome addition to the literature on the sophisticated work of teaching and learning, the book's focus on the varied, multimodal resources by which students display (non-) participation and (dis-) engagement in instructional settings contributes much needed empirical insight into these concepts and immensely important implications for professional practice.--Joan Kelly Hall, Pennsylvania State University This book provides an in-depth, systematic investigation of student participation in the classroom. [...] Overall, the book is extremely readable and highly systematic.--Carmen Konzett-Firth ""Classroom Discourse, 2022"" "A welcome addition to the literature on the sophisticated work of teaching and learning, the book's focus on the varied, multimodal resources by which students display (non-) participation and (dis-) engagement in instructional settings contributes much needed empirical insight into these concepts and immensely important implications for professional practice.--Joan Kelly Hall, Pennsylvania State University This book provides an in-depth, systematic investigation of student participation in the classroom. [...] Overall, the book is extremely readable and highly systematic.--Carmen Konzett-Firth ""Classroom Discourse, 2022""" Author InformationChristine M. Jacknick is Associate Professor in Academic Literacy and Linguistics at Borough of Manhattan Community College, City University of New York Tab Content 6Author Website:Countries AvailableAll regions |
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