Synopses & Reviews
An integrated view of communication in second language classrooms that acknowledges the importance of what teachers and students bring to the class environment. Drawing on actual classroom transcripts from a range of instructional settings, Johnson constructs a conceptual framework through which teachers can recognize how patterns of classroom communication are established and maintained, how these patterns affect students' participation in classroom events, and how their participation shapes the ways they use language for learning and their opportunities for second language acquisition. Relevant research is presented from the areas of classroom discourse, language in communities, teacher cognition, classroom learning, and second language acquisition.
Review
"The book clearly demonstrates Johnson's deep understanding of American and British research in classroom communication and her remarkable ability to synthesize both....this is yet another useful volume from the new Cambridge Language Education series, edited by Jack Richards. Johnson should be commended for providing an invaluable source on the dynamics of classroom communication and for writing in a style that is accessible not only to teacher educators but to practicing and prospective teachers as well." Studies in 2nd Language Acquisition
Review
'The major strength of this book is in its real examples of how second language classroom communication is established and maintained facilitating teaching, learning and second languge acquisition. It is a valuable reference for teacher educators, student teachers and classroom teachers.' VATME Newsletter, No 63, 1996
Review
'The book both does what it sets out to do and does it well. It is reader-friendly, the plentiful examples and clear explanations both contributing to this quality.' EA Journal, Vol 13, No 2
Synopsis
Johnson shows how classroom communication shapes second language acquisition.
Synopsis
This volume focuses on communication as the central feature in teaching and learning in second language classrooms. Drawing on actual classroom transcripts as well as relevant research, Johnson constructs a conceptual framework through which second language teachers can recognize how patterns of classroom communication are established and maintained, the effect these patterns have on students' participation in classroom events, and how such participation shapes their opportunities for language acquisition.
Synopsis
An integrated view of communication in second language classrooms that acknowledges the importance of what teachers and students bring to the class environment.
Table of Contents
PART 1 UNDERSTANDING COMMUNICATION IN SECOND LANGUAGE CLASSROOMS; 1 Understanding communication in second language classrooms; 2 Teachers' control of the patterns of classroom communication; 3 Students' perceptions of the patterns of classroom communication; 4 Students' knowledge and use of language; 5 Students' use of language for classroom learning and second language acquisition; PART 2 EXAMINING PATTERNS OF COMMUNICATION IN SECOND LANGUAGE CLASSROOMS; 6 Examining teacher-student interaction; 7 Examining student-student interaction; 8 Examining community/school-based issues and second language classrooms; PART III PROMOTING COMMUNICATION IN SECOND LANGUAGE CLASSROOMS; 9 Promoting communication in second language classrooms; 10 Classroom communicative competence.