Classrooms as Multidimensional Contexts
Classrooms are complex contexts for learning. This is an outcome of their designed and institutionalised character, and because of the minute-by-minute dynamics of classroom encounters. Complexity is their most definitive quality, reflected in well-known descriptions of classrooms (Quote 4.1).
KeywordsPosit Arena Malaysia Doyle Clarification
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- Breen (2001a) is a seminal paper on classroom as culture and also appears in Candlin and Mercer (2001). [Originally published 1985.]Google Scholar
- Breen (2001b) is a key paper for understanding the social and pedagogic dynamics of the language classroom.Google Scholar
- Cazden (1988) provides a very comprehensive overview of approaches to classroom discourse.Google Scholar
- Lantolf (2000) features socio-culturally-oriented studies of second language classroom discourse.Google Scholar
- Mercer (1995) is an excellent introduction to the analysis of talk in educational settings.Google Scholar
- Mercer (2000) develops earlier ideas on discourse and extends these into other aspects of social life, providing the possibility for interesting comparisons with classroom life.Google Scholar
- Tsui (1995) covers all the important linguistic aspects of classroom discourse.Google Scholar
- van Lier (1988) is an in-depth study of language classroom discourse.Google Scholar
- van Lier (1996a) is a comprehensive introduction to an ‘ecological’ view of classroom talk.Google Scholar