Creating Classroom Communities of Learning: International Case Studies and Perspectives

by Roger Barnard (Editor), María E. Torres-Guzmán (Editor)

Overview

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.

Product Details

ISBN-13:	9781847691125
Publisher:	Channel View Publications
Publication date:	12/18/2008
Series:	New Perspectives on Language and Education , #10
Edition description:	New Edition
Pages:	201
Product dimensions:	6.10(w) x 9.10(h) x 0.60(d)

About the Author

Roger Barnard is a senior lecturer in applied linguistics at the University of Waikato, New Zealand. He has spent many years working with language teachers of young learners in Europe, Asia and the Middle East.

Professor María E. Torres-Guzmán is a professor in bilingual/multicultural education at Teachers College, Columbia University, New York, NY. She has primarily focused on teacher development and cultural aspects of the education of language minority populations in the United States, Spain and elsewhere.

Table of Contents

Contributors

Transcript Conventions

Foreword - Viv Edwards

Introduction - Roger Barnard, María E. Torres-Guzmán and John F. Fanselow

1. Under the Interactional Umbrella: Presentation and Collaboration in Japanese Classroom Discourse - Take 1 - Fred E. Anderson; Take 2 - Sylvia Wolfe

2. Teaching Content, Learning Language: Socialising ESL Students into Classroom Practices in Australia - Take 1 - Rhonda Oliver; Take 2 - James McLellan

3. Socialisation and ‘Safetalk’ in Upper Primary English Language Classroom in Brunei Darussalem - Take 1 - James McLellan and Pearl Chua-Wong Swee-Hui; Take 2 - María E. Torres-Guzmán

4. Negotiating Appropriateness in the Second Language in a Dual Language Education Classroom Setting in New York - Take 1 - María E. Torres-Guzmán; Take 2 - Vijay Kumar and Wong Bee Eng 

5. Interaction in a Taiwanese Primary School English Classroom - Take 1 - Ching-Yi Tien and Roger Barnard; Take 2 - Fred E. Anderson

6. Learning through Dialogue in a Primary School Classroom in England - Take 1 - Sylvia Wolfe; Take 2 - Ching-Yi Tien and María E. Torres-Guzmán

7. Constructing Meaning in a Bilingual Learning Environment: Two Primary Classrooms in Malaysia - Take 1 - Wong Bee Eng and Vijay Kumar; Take 2 - Roger Barnard

8. Creating a Community of Learning in a New Zealand Primary School Classroom - Take 1 - Roger Barnard; Take 2 – James McLellan

9. Language Socialization in a Canadian Secondary School Course: Talking About Current Events - Take 1 - Patricia A. Duff; Take 2 - Rhonda Oliver

Afterword - John F. Fanselow

Index

Editorial Reviews

Action! Take 1: This book reminds us to be wary of unidimensional interpretations of classroom transcript data. Take 2: It presents alternative interpretations of rich, contextualized data, and invites further re-interpreting in order to develop our understanding of the co-construction of learning and the creation of learning communities. Take 3: An international cast of analysts engage in conversations about classroom interactions that are both unique and familiar. An intriguing, informative read. Cut!

Gary Barkhuizen

Creating Classroom Communities of Learning presents an innovative and enlightening account of interaction in nine communities of learning. In many ways it is a groundbreaking volume, full of rich transcripts of classroom interaction, with both ‘insider’ and ‘outsider’ interpretations. It not only highlights the powerful influence of cultural practices outside the classroom on what goes on inside the classroom, but it also unpacks the issue of the interpretive process.

Peter Martin

I recommend that one reads and reflects on this book to provide sorely needed direction.

Education Review 12, Nov 2009 - Ruth Rees