Communicating in the classroom

목차 (Table of Contents)

• CONTENTS
• Contributors = xi
• Preface = xiii
• Ⅰ Theoretical Approach
• 1 Introduction : A Sociolinguistic Approach to Communicating in the Classroom / LOUISE CHERRY WILKINSON = 3
• Definition and Assumptions = 3
• Major Findings and Themes = 5
• Questions for Further Study = 6
• Overview of the Chapter = 8
• References = 10
• 2 Communicative Competence in Educational Perspective / JENNY COOK-GUMPERZ ; JOHN J. GUMPERZ = 13
• Ⅱ Individual Diversity
• 3 Structures of Control / SUSAN ERVIN-TRIPP = 27
• Methods = 28
• Results = 34
• Discussion = 44
• Summary = 45
• References = 46
• 4 Learning through Argument in a Preschool / CELIA GENISHI ; MARIANNA DI PAOLO = 49
• Related Research = 50
• Method = 53
• Results = 56
• Discussion = 63
• Summary = 67
• References = 67
• 5 Peer Learning in the Classroom : Tracing Developmental Patterns and Consequences of Children's Spontaneous Interactions / CATHERINE R. COOPER ; ANGELA MARQUIS ; SUSAN AYERS-LOPEZ = 69
• Method = 71
• Results = 73
• Discussion = 79
• Implications for the Classroom = 81
• References = 83
• 6 Effective Speakers : Students' Use of Language to Request and Obtain Information and Action in the Classroom / LOUISE CHERRY WILKINSON ; STEVEN CALCULATOR = 85
• Strategies of Research = 86
• Requests and Responses : Bases of the Model = 86
• Method = 88
• Results and Discussion = 92
• Summary and Conclusions = 98
• References = 99
• 7 Discourse Rules for Literacy Learning in a Classroom / JOHANNA S. DE STEFANO ; HAROLD B. PEPINSKY ; TOBIE S. SANDERS = 101
• Method = 103
• Results = 107
• Discussion = 123
• Appendix A : Description of the Computer-Assisted Language Analysis System (CALAS) = 125
• References = 128
• 8 Creating Communication-Rich Classrooms : Insights from the Sociolinguistic and Referential Traditions / W. PATRICK DICKSON = 131
• Translation of Research into Practice = 133
• Communication Games in the Classroom = 137
• Merging Research and Practice = 146
• References = 148
• Ⅲ Contextual Diversity
• 9 Classroom Discourse as Improvisation : Relationships between Academic Task Structure and Social Participation Structure in Lessons / FREDERICK ERICKSON = 153
• Learning Task Environments = 153
• Time and Sequence in the Coordination of Social Interaction = 156
• Improvisation as Strategically Adaptive Action in Lessons = 161
• Overview = 166
• Discussion = 178
• References = 179
• 10 Gaining Access to Learning: Conversational, Social, and Cognitive Demands of Group Participation / JUDITH L. GREEN ; JUDITH O. HARKER = 183
• Limitations = 184
• Data Base = 185
• Teaching as a Communicative Process : Underlying Premises toward Developing Grounded Theory = 185
• Findings : Toward a Model of Teaching-Learning as a Communicative Process = 192
• Multiple Semantic Demands' Microanalysis of Discourse Structure = 207
• Conclusion = 214
• Appendix : The Propositional Structure = 214
• References = 219
• 11 Distributing and Directing Attention in Primary Classrooms / MARILYN MERRITT = 223
• Data Base = 224
• Situational Demands for Distributing Attention = 225
• Communicative Resources = 229
• Directing Attention = 233
• Ritual Parameters and Stylistic Options = 236
• Implications for Practice and Future Research = 240
• References = 242
• 12 Differences in Communicative Styles across Ability Groups / DONNA EDER = 245
• Participating in Small Group Lessons = 246
• Method = 247
• Findings = 250
• Discussion = 260
• References = 263
• 13 What Is Writing For? Writing in the First Weeks of School in a Second-Third-Grade Classroom / SUSAN FLORIO ; CHRISTOPHER M. CLARK = 265
• Background of the Problem = 266
• The Study = 267
• The Safety Posters : Turning the Unexpected into an Occasion for Writing = 272
• Conclusion = 281
• References = 281
• 14 Instructional Language as Linguistic Input : Second-Language Learning in Classrooms / LILY WONG FILLMORE = 283
• Introduction = 283
• Methods = 286
• Results = 289
• Discussion = 290
• Conclusion = 296
• References = 296
• 15 Teachers' Interpretations of Students' Behavior / HUGH MEHAN ; ALMA HER TWECK ; SAM EDWARD COMBS ; PIERCE JULIUS FLYNN = 297
• Theories of Category Information = 298
• The Locus of the Structures of Perception = 299
• Educational Correlates of Category Formation Theories = 300
• The Special Education Referral System = 302
• The Data Base = 303
• The Viewing Sessions = 304
• Teachers' Accounts and Students' Behavior = 305
• Implications for Teachers' Theory of Interpretation = 313
• References = 318
• 16 Conclusion : Applications for Education / LOUISE CHERRY WILKINSON ; FRANCESCA SPINELLI = 323
• Implications for Assessment = 323
• Implications for Teaching and Learning = 325
• Reference = 327
• Author Index = 329
• Subject Index = 335