Recognizing the importance of academic language for students' success in schools, this article reports on an investigation of how narrative-focused literacy events in the classroom provide opportunities for academic language socialization. Data were collected from one public elementary school in a major metropolitan area in the Mid-Atlantic region…

Despite certain important critiques, much of the work on teacher questions has centered on the distinction between referential and display questions as well as their roles in creating more or less communicative classrooms. With some notable exceptions, few have delved into the specificity of how questions work in the details of classroom…

Research has established the predominance of one sequence of interaction in teacher-led activity in the classroom. Although much is known about the initiation-response-evaluation sequence, relatively less is known about other interaction sequences that may constitute classroom lessons. This study examines interaction during a time of individual…

This paper focuses on teacher-student interaction in two Gujarati complementary school classrooms in one school in the East Midlands city of Leicester, UK. To date, little work has been published on interaction in complementary schools, and little is therefore known about the cultures of learning and teaching in such contexts. Our study of…

Presents how the identity of the foreign student is interactionally produced in the course of ordinary educational activities. Through a detailed discourse analysis within an ethnomethodological framework, shows instances of the social production of primary school students as "foreign" in and through the interaction with other students, the…

Reports findings from a study that investigated the group interaction patterns of overseas Malaysian students in a British undergraduate program. Discusses the theoretical issues underlying the study. Findings and categories of idea framing, which arise from the analysis of group interaction data are highlighted. (Author/VWL)

Examines the potential of small-group interaction to provide significant linguistic opportunities that whole-class teaching is less well placed to deliver. Compares data from two groups of children from the same classroom engaged in the same group activity. Draws on the work of Bakhtin to identify monologic and dialogic features in the children's…

Part of a larger study that focuses on the interactional practices in a number of primary classrooms in several different sociolinguistic areas of Brunei Darussalam, this study looks at how teachers and learners in two classrooms accomplish lessons through the use of two languages--Malay and English--in order to unpack the meaning of the written…