International Perspectives on ELT Classroom Interaction
| Autor: | Christopher J. Jenks, Paul Seedhouse |
|---|---|
| EAN: | 9781137340733 |
| eBook Format: | |
| Sprache: | Englisch |
| Produktart: | eBook |
| Veröffentlichungsdatum: | 23.04.2015 |
| Kategorie: | |
| Schlagworte: | CLIL English English language teaching Ger applied linguistics classroom discourse classroom interaction conversation analysis discourse analysis language learning lingua franca multiculturalism multilingualism participation turn-taking |
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This book gathers together 11 empirical-based studies of classroom interaction carried out in different countries, including the USA, England, Kenya, Sweden, and China. Along with a state-of-the-art literature review, the chapters provide key insights and engagement priorities that will prove relevant to a variety of learning and teaching contexts.
Alia Amir, Linköping University, Sweden Jean Conteh, Leeds University, UK Melinda Dooly, Autonomous University of Barcelona, Spain Natalia Durus, INALCO, Sorbonne Paris Cité, France Neiloufar Family, University of Kaiserslautern, Germany Rod Gardner, Griffith University, Australia Spencer Hazel, Roskilde University, Denmark Christopher Jenks, University of South Dakota, USA Leila Kääntä, University of Jyväskylä, Finland Li Li, Exeter University, UK Dorine Lugendo, Newcastle University, UK Numa Markee, University of Illinois, Urbana-Champaign, USA Götz Schwab, Karlsruhe University of Education, Germany Olcay Sert, Hacettepe University, Turkey Paul Seedhouse, Newcastle University, UK Heather Smith, Newcastle University, UK Johannes Wagner, University of Southern Denmark Gudrun Ziegler, University of Luxembourg
Alia Amir, Linköping University, Sweden Jean Conteh, Leeds University, UK Melinda Dooly, Autonomous University of Barcelona, Spain Natalia Durus, INALCO, Sorbonne Paris Cité, France Neiloufar Family, University of Kaiserslautern, Germany Rod Gardner, Griffith University, Australia Spencer Hazel, Roskilde University, Denmark Christopher Jenks, University of South Dakota, USA Leila Kääntä, University of Jyväskylä, Finland Li Li, Exeter University, UK Dorine Lugendo, Newcastle University, UK Numa Markee, University of Illinois, Urbana-Champaign, USA Götz Schwab, Karlsruhe University of Education, Germany Olcay Sert, Hacettepe University, Turkey Paul Seedhouse, Newcastle University, UK Heather Smith, Newcastle University, UK Johannes Wagner, University of Southern Denmark Gudrun Ziegler, University of Luxembourg
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