Creating Classroom Communities of Learning: International Case Studies and Perspectives (10) (NEW PERSPECTIVES ON LANGUAGE AND EDUCATION (10))

This is a collection of nine case studies of teachers and young learners in countries as widely separated as USA, Japan and Australia. In each chapter, classroom interaction is interpreted by different authors to illustrate how teachers and their students verbally co-construct culturally appropriate learning attitudes and behaviours. The collection reveals not only similarities and differences across cultural divides, but also how different perspectives can provide alternative and rich interpretations of teaching and learning. Under the interactional umbrella: presentation and collaboration in Japanese classroom discourse / Fred E. Anderson, Sylvia Wolfe Teaching content, learning language: socialising ESL students into classroom practices in Australia / Rhonda Oliver, James McLellan Socialisation and "safetalk" in upper primary English language classroom in Brunei Darussalem / James McLellan, Pearl Chua-Wong Swee-Hui, María E. Torres-Guzmán Negotiating appropriateness in the second language in a dual language education classroom setting in New York / María E. Torres-Guzmán, Wong Bee Eng and Vijay Kumar Interaction in a Taiwanese primary school English classroom / Ching-Yi Tien, Roger Barnard, Fred E. Anderson Learning through dialogue in a primary school classroom in England / Sylvia Wolfe, Ching-yi Tien and María E. Torres-Guzmán Constructing meaning in a bilingual learning environment: two primary classrooms in Malaysia / Wong Bee Eng, Vijay Kumar, Roger Barnard Creating a community of learning in a New Zealand primary school classroom / Roger Barnard, James Mclellan Language socialization in a Canadian secondary school course: talking about current events / Patsy Duff, Rhonda Oliver Afterword / John F. Fanselow.

The case studies in this book are based on transcripts of classroom interaction in nine different countries. In each chapter, the first author explains the specific context and through a theoretical and/or experiential perspective interprets the transcript data. The data are then re-interpreted by other authors in the book, illustrating the complexity and richness of interpretation and creating a dialogue among the book’s contributors. At the end of each chapter, readers are then invited with assistance to join in the conversation by providing their own interpretations of other transcript data from the same context. The book will be useful for student teachers or practicing professionals, as well as all educators interested in exploratory classroom research.

"The case studies in this book are based on transcripts of classroom interaction in nine different countries. In each chapter, the first author explains the specific context and through a theoretical and/or experiential perspective interprets the transcript data. The data are then re-interpreted by other authors in the book, illustrating the complexity and richness of interpretation and creating a dialogue among the book's contributors. At the end of each chapter, readers are invited to join in the conversation by providing their own interpretations of other transcript data from the same context. The book will be useful for student teachers or practising professionals, as well as all educators interested in exploratory classroom research."--Jacket