Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers

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9780826455376: Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers
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Bridging Discourses in the ESL Classroom examines the interactions between learners and teachers in the language classroom. It aims to identify patterns of discourse which enable second language development but also support the learning of curriculum knowledge. These patterns are ‘bridging discourses' in that they combine the everyday language used by the student, with the specialised language of the academic register.

This book puts forward an innovative new theory of classroom discourse analysis, influenced by the work of Halliday and Vygotsky. It is recommended for academics and postgraduates researching applied linguistics and education.

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About the Author:

Pauline Gibbons is Associate Professor in Language and Literacy at the University of Technology, Sydney.

Review:

"Gibbons presents a compelling argument for teachers to be critically aware of their own language uses, as they enable collaborative dialogues with and amongst their students. For teachers, researchers and students in linguistics and education, this book is an invaluable resource."
Barbara Lasserre, Lecturer, ELSSA



"[This] detailed systematic investigation of real life classroom discourse offers great potential for teacher training purposes and also provides a valuable classroom-based research resource for anyone concerned with ESL learners' linguistic and academic growth." —Studies in Second Language Acquisition (Jingjing Qin)

“[This] detailed systematic investigation of real life classroom discourse offers great potential for teacher training purposes and also provides a valuable classroom-based research resource for anyone concerned with ESL learners’ linguistic and academic growth.” –Studies in Second Language Acquisition (Sanford Lakoff)

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Book Description Bloomsbury Publishing PLC, United Kingdom, 2006. Paperback. Condition: New. Language: English . Brand New Book ***** Print on Demand *****. Bridging Discourses in the ESL Classroom examines the interactions between learners and teachers in a content-based classroom. It aims to identify patterns of discourse which support both second language development and curriculum learning, and the pedagogical contexts in which they occur. These interactional patterns are bridging discourses in that they build on the everyday language and prior experiences of the student in the process of developing the specialised academic registers of school. The study examines the use of these bridging discourses in two case study classrooms to show how they offer affordances for learning. This book puts forward an innovative new approach to the analysis of classroom discourse. Drawing on systemic functional linguistics and sociocultural theory, it argues that the significance of classroom talk for second language development can only be understood when it is examined within its situational, historical and sociocultural context. The book is recommended for academics and postgraduates researching applied linguistics and education. Seller Inventory # AAV9780826455376

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Book Description Bloomsbury Publishing PLC, United Kingdom, 2006. Paperback. Condition: New. Language: English . Brand New Book ***** Print on Demand *****. Bridging Discourses in the ESL Classroom examines the interactions between learners and teachers in a content-based classroom. It aims to identify patterns of discourse which support both second language development and curriculum learning, and the pedagogical contexts in which they occur. These interactional patterns are bridging discourses in that they build on the everyday language and prior experiences of the student in the process of developing the specialised academic registers of school. The study examines the use of these bridging discourses in two case study classrooms to show how they offer affordances for learning. This book puts forward an innovative new approach to the analysis of classroom discourse. Drawing on systemic functional linguistics and sociocultural theory, it argues that the significance of classroom talk for second language development can only be understood when it is examined within its situational, historical and sociocultural context. The book is recommended for academics and postgraduates researching applied linguistics and education. Seller Inventory # AAV9780826455376

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