Background: The growing population of students that are learning science through a Content and Language Integrated Learning approach (CLIL) has led to concerns about these students' ability to fully participate in a rich classroom discourse to develop content knowledge. A lack of information about science development through classroom discourse in…

With a Foreword by Hugh Starkey and Audrey Osler, and Afterwords by Graham Crookes, Hilary Janks and Allan Luke, this book promotes critical language education and illustrates how a critical agenda can be enacted in English language education in real classrooms. It presents four cases located in primary and secondary schools in the province of…

This book innovatively connects the two fields of oracy and practice-oriented empirical research in English language education. It creates synergies and proposes innovative approaches to the study of oracy in the context of learning and teaching English as a second, additional or foreign language. The book also develops a contemporary and holistic…

Numerous higher education researchers have studied the ways in which students' or academics' beliefs and conceptions affect their educational experiences and outcomes. However, studying the learning-teaching relationship has proved challenging, requiring researchers to simultaneously address both the invisible internal world(s) of the student and…

This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners' development of interactional competence, the organization of teaching and testing practices, and…

To be effective, thinking skills interventions are likely to require specific fine-grain changes in the quantity and quality of teacher-pupil and pupil-pupil dialogue in the classroom, but these are difficult to establish. This study investigated the effects of collaborative philosophical enquiry over time on quantity and quality of interactive…

This paper sets out to investigate (i) gender differences in whole class classroom interaction with a sample of teachers who were not using interactive whiteboards (IWBs) in their lessons; and (ii) the short-term and longer term impact of IWB use upon gender differences in classroom interaction. The study focused upon teacher-student interaction…

Analysis of naturalistic data identified features of adult-child talk which occurred frequently at school but rarely at home. One of these features--question sequences intended to elicit an answer--was used in an intervention study and was found to promote young children's understanding of ambiguity in verbal messages. (PCB)

Edited by three authorities in the field, this "Handbook" presents contributions from experts across the world who report the cutting-edge of international research. It is ground-breaking in its holistic, evidence-informed account that aims to synthesize key messages for policy and practice in English, language and literacy teaching. A…

This paper discusses some of the results of a study conducted in Papua New Guinea on students' comprehension of 45 non-technical words used in science classes. Four words, "component,""devise,""exert," and "random," are considered in detail. (CW)

Provides a descriptive account of how and what seven university lecturers thought about the progress of their courses and identifies the major issues receiving their attention. Highlights include student communication; course planning; class process; student-teacher relationship; teaching methods and morale; and student behavior, intellectual…

Based on the hypothesis that the low academic achievement of Brazilian children attending government schools was directly related to a discrepancy between the children's working-class dialect and the school's dialect which is closer to upper class speech, a study was undertaken in literacy classes in one private and one public school where the…

Describes a 3-year study to examine whether teachers pay more attention to boys than girls in grades 3, 6, 7, and 10. Reports the difference of teacher's attention and discusses the further research ideas. (YP)

Reports on the relationship between the seating patterns of students and their observed attitudes toward class activities in an English-as-a-Second-Language class. Discusses issues of physical territoriality, psycholinguistic territoriality, and active participation by students. (CFR)

Explores relationships between various types of research and the implications for teacher/student dialogue. Discusses H. F. Gadamar's view of tradition as text. Suggests Active Tutorial Work strategies may not be engaging student/teacher dialogue. States teachers must take a more active role in initiating dialogue. (NL)