Sert Olcay (59 results)

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Condition: new. Paperback. This book offers a close investigation of interactional practices in L2 classrooms, and provides a deeper appreciation of the processes involved in the co-construction of understanding and knowledge in settings for instructed language learning.Using Conversation Analysis, and referring to epistemic, multimodal, and multilingual resources, Olcay Sert explicates key interactional and pedagogical practices observed in language classrooms by closely examining the verbal and nonverbal features of teacher-student interaction; for example, gaze, gestures and orientations to classroom artefacts.With an emphasis on the multimodal and multilingual resources, this is one of the first studies to comprehensively address these issues in L2 classrooms with a clear theoretical and practical underpinning, and is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics. This book offers a close investigation of interactional practices in L2 classrooms. With an emphasis on the multimodal and multilingual resources, this is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condition: New. This book offers a close investigation of interactional practices in L2 classrooms, and provides a deeper appreciation of the processes involved in the co-construction of understanding and knowledge in settings for instructed language learning.Using Conversation Analysis, and referring to epistemic, multimodal, and multilingual resources, Olcay Sert explicates key interactional and pedagogical practices observed in language classrooms by closely examining the verbal and nonverbal features of teacher-student interaction; for example, gaze, gestures and orientations to classroom artefacts.With an emphasis on the multimodal and multilingual resources, this is one of the first studies to comprehensively address these issues in L2 classrooms with a clear theoretical and practical underpinning, and is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics.

Paperback. Condition: Brand New. 198 pages. 9.50x6.00x0.50 inches. In Stock.

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Condition: New. pp. 224.

Condition: New. pp. 224.

paperback. Condition: New.

Condition: New. Series: Studies in Social Interaction. Num Pages: 224 pages. BIC Classification: CF; CJA; JFFP. Category: (G) General (US: Trade). Dimension: 158 x 234 x 17. Weight in Grams: 322. . 2015. 1st Edition. Paperback. . . . .

Paperback / softback. Condition: New. New copy - Usually dispatched within 4 working days.

Condition: New. pp. 224.

hardcover. Condition: Good. General shelf wear to cover/spine/binding. Pages are clean. Good reading copy. Creasing to cover.

Condition: New. Series: Studies in Social Interaction. Num Pages: 224 pages. BIC Classification: CF; CJA; JFFP. Category: (G) General (US: Trade). Dimension: 158 x 234 x 17. Weight in Grams: 322. . 2015. 1st Edition. Paperback. . . . . Books ship from the US and Ireland.

HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.

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Condition: As New. Unread book in perfect condition.

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hardcover. Condition: New.

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Hardcover. Condition: new. Hardcover. Reconceptualizing intervention and change in conversation analytic perspectives, this volume not only illustrates actual, rather than imagined, ways of conducting CA-informed interventions in a variety of teacher-training contexts around the globe but also documents the impact of such interventions on teacher development. The contributors to this volume have intentionally moved CA beyond a descriptive methodology to recognizing how CA-influenced decisions and procedures can, and do, result in productive changes in teachers interactional and instructional pedagogies. A gift to the field of Language Teacher Education, this volume offers rich data-driven evidence of the material impact of engagement with CA on the professional development of language teachers. (Karen E. Johnson, The Pennsylvania State University, USA) The contributors illustrate how CA-based frameworks can help both pre-service and in-service language teachers sharpen their professional vision and enhance their pedagogical skills, making a compelling case for integrating CA into language teacher education while offering concrete guidance for developing teachers' interactional awareness and competence. This groundbreaking volume will be a key reading in both Applied Linguistics and TESOL programmes. (Steve Mann, University of Warwick, UK) Conversation Analysis (CA) should be an integral part of teacher-training programs. This plea is convincingly made in this new volume. After many years of CA studies of classroom interaction, it was only a matter of time before CA should enter teacher-training programs. The reports from the US, Sweden, Germany, Tuerkiye and Japan in this volume show that that time is now. (Tom Koole, University of Groningen, The Netherlands) Olcay Sert is Professor of Language Education at Maelardalen University (Sweden). He is leading the Maelardalen INteraction & Didactics (MIND) Research Group and is the editor of Classroom Discourse. Hansun Zhang Waring is Professor of Linguistics and Education at Teachers College, Columbia University (USA) and founder of The Language and Social Interaction Working Group (LANSI). mso-bidi-font-family: 'Times New Roman';">He is leading the Maelardalen INteraction & Didactics (MIND) Research Group and is the editor of Classroom Discourse. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condition: As New. Unread book in perfect condition.

Condition: New. KlappentextProvides a close investigation of interactional practices in L2 classrooms Sert s must read book introduces conversation analysis to readers who are not familiar with the power of this methodology, while simultaneously provid.

Paperback. Condition: new. Paperback. This book offers a close investigation of interactional practices in L2 classrooms, and provides a deeper appreciation of the processes involved in the co-construction of understanding and knowledge in settings for instructed language learning.Using Conversation Analysis, and referring to epistemic, multimodal, and multilingual resources, Olcay Sert explicates key interactional and pedagogical practices observed in language classrooms by closely examining the verbal and nonverbal features of teacher-student interaction; for example, gaze, gestures and orientations to classroom artefacts.With an emphasis on the multimodal and multilingual resources, this is one of the first studies to comprehensively address these issues in L2 classrooms with a clear theoretical and practical underpinning, and is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics. This book offers a close investigation of interactional practices in L2 classrooms. With an emphasis on the multimodal and multilingual resources, this is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Condition: New.

Condition: NEW.

Paperback. Condition: New. This book offers a close investigation of interactional practices in L2 classrooms, and provides a deeper appreciation of the processes involved in the co-construction of understanding and knowledge in settings for instructed language learning.Using Conversation Analysis, and referring to epistemic, multimodal, and multilingual resources, Olcay Sert explicates key interactional and pedagogical practices observed in language classrooms by closely examining the verbal and nonverbal features of teacher-student interaction; for example, gaze, gestures and orientations to classroom artefacts.With an emphasis on the multimodal and multilingual resources, this is one of the first studies to comprehensively address these issues in L2 classrooms with a clear theoretical and practical underpinning, and is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics.

Hardcover. Condition: Brand New. 211 pages. 9.26x6.11x9.21 inches. In Stock.

Hardcover. Condition: new. Hardcover. Reconceptualizing intervention and change in conversation analytic perspectives, this volume not only illustrates actual, rather than imagined, ways of conducting CA-informed interventions in a variety of teacher-training contexts around the globe but also documents the impact of such interventions on teacher development. The contributors to this volume have intentionally moved CA beyond a descriptive methodology to recognizing how CA-influenced decisions and procedures can, and do, result in productive changes in teachers interactional and instructional pedagogies. A gift to the field of Language Teacher Education, this volume offers rich data-driven evidence of the material impact of engagement with CA on the professional development of language teachers. (Karen E. Johnson, The Pennsylvania State University, USA) The contributors illustrate how CA-based frameworks can help both pre-service and in-service language teachers sharpen their professional vision and enhance their pedagogical skills, making a compelling case for integrating CA into language teacher education while offering concrete guidance for developing teachers' interactional awareness and competence. This groundbreaking volume will be a key reading in both Applied Linguistics and TESOL programmes. (Steve Mann, University of Warwick, UK) Conversation Analysis (CA) should be an integral part of teacher-training programs. This plea is convincingly made in this new volume. After many years of CA studies of classroom interaction, it was only a matter of time before CA should enter teacher-training programs. The reports from the US, Sweden, Germany, Tuerkiye and Japan in this volume show that that time is now. (Tom Koole, University of Groningen, The Netherlands) Olcay Sert is Professor of Language Education at Maelardalen University (Sweden). He is leading the Maelardalen INteraction & Didactics (MIND) Research Group and is the editor of Classroom Discourse. Hansun Zhang Waring is Professor of Linguistics and Education at Teachers College, Columbia University (USA) and founder of The Language and Social Interaction Working Group (LANSI). mso-bidi-font-family: 'Times New Roman';">He is leading the Maelardalen INteraction & Didactics (MIND) Research Group and is the editor of Classroom Discourse. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Reconceptualizing intervention and change in conversation analytic perspectives, this volume not only illustratesactual, rather than imagined, ways of conducting CA-informed interventions in a variety of teacher-training contexts around the globe but also documents the impact of such interventions on teacher development. The contributors to this volume have intentionally moved CA beyond a descriptive methodology to recognizing how CA-influenced decisions and procedures can, and do, result in productive changes in teachers interactional and instructional pedagogies. A gift to the field of Language Teacher Education, this volume offers rich data-driven evidence of the material impact of engagement with CA on the professional development of language teachers. (Karen E. Johnson, The Pennsylvania State University, USA) The contributors illustrate how CA-based frameworks can help both pre-service and in-service language teachers sharpen their professional vision and enhance their pedagogical skills, making a compelling case for integrating CA into language teacher education while offering concrete guidance for developing teachers' interactional awareness and competence. This groundbreaking volume will be a key reading in both Applied Linguistics and TESOL programmes. (Steve Mann, University of Warwick, UK) Conversation Analysis (CA) should be an integral part of teacher-training programs. This plea is convincingly made in this new volume. After many years of CA studies of classroom interaction, it was only a matter of time before CA should enter teacher-training programs. The reports from the US, Sweden, Germany, Türkiye and Japan in this volume show that that time is now. (Tom Koole, University of Groningen, The Netherlands)Olcay Sert is Professor of Language Education at Mälardalen University (Sweden). He is leading the Mälardalen INtera.