Description
"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.
Identifies patterns of discourse which enable second language development but also support the learning of curriculum knowledge
About the Author
Pauline Gibbons teaches postgraduate courses in TESOL at the University of Technology, Sydney. Her publications include Learning to Leam in a Second Language, (1993, Heinemann), and Scaffolding Language, Scaffolding Learning: teaching ESL children in the mainstream classroom.
Reviews
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. -- Jingjing Qin * Studies in Second Language Acquisition *
Book Information
ISBN 9780826455376
Author Dr Pauline Gibbons
Format Paperback
Page Count 256
Imprint Continuum International Publishing Group Ltd.
Publisher Bloomsbury Publishing PLC
Weight(grams) 488g
Identifies patterns of discourse which enable second language development but also support the learning of curriculum knowledge
About the Author
Pauline Gibbons teaches postgraduate courses in TESOL at the University of Technology, Sydney. Her publications include Learning to Leam in a Second Language, (1993, Heinemann), and Scaffolding Language, Scaffolding Learning: teaching ESL children in the mainstream classroom.
Reviews
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. -- Jingjing Qin * Studies in Second Language Acquisition *
Book Information
ISBN 9780826455376
Author Dr Pauline Gibbons
Format Paperback
Page Count 256
Imprint Continuum International Publishing Group Ltd.
Publisher Bloomsbury Publishing PLC
Weight(grams) 488g
