Discusses the use of gesture and nonverbal communication techniques as a way to (1) involve students in more direct use of the target language, (2) increase teacher control over class atmosphere, (3) provide smoother transition and pace, and (4) provide a closer student-teacher rapport. (EKN)

Argues that questions can guide the course of knowledge acquisition and that they, combined with other factors, can create the figure and ground of text. (FL)

Identifies, categorizes, and explains four types of classroom communication (alchemistic/prewriting, analytic, evaluative, and closure talk) that improve student writing. (RL)

Offers a model for an orderly, disciplined classroom format designed to advance student reasoning and communication. (Author/WD)

Accounts for the conditions determining speech behavior in general and that of German and English teachers of English. It is meant to contribute to the understanding of specific aspects of speech behavior through analysis of teaching notes and to lead to conclusions regarding the improvement of instructional language. (IFS/WGA)

The practices of education are often treated as analagous to those of medicine, with "testing,""diagnosis," and "treatment." The problem with this comparison is that a learning problem may not be indicative of an "illness" and that educational testing (especially norm-referenced) may be misleading. (RJG)

Considers aspects of verbal interaction in classrooms. Attempts to show that whether researchers approach classroom talk from the perspective of systematic observation, ethnography or sociolinguistics, their underlying theoretical assumptions determine the "facts" that they record and the interpretations they are able to offer.…

Presents a classroom scenario in which a student concocts a unique solution to a standard circle exercise and the class attempts to verify if the solution works for all cases of the problem. (MKR)

Focuses on ways in which the students and teacher in a content based German as a foreign language class used repair in order to negotiate meaning and form in their classroom. Discusses how repair in this institutional setting differed from repair in mundane conversation and how repair was used differently by the students and the teacher.…

Presents findings of extensive investigation (n=70) into interactive and discourse styles of a nationally representative sample of primary teachers. Explores impact of official endorsement of interactive whole class teaching in the teaching of England's National Literacy Strategy to examine whether it is promoting pupils' higher interaction and…

Investigates how discursive practices in a physics class were constrained by social forces associated with the larger context. Reports that in addition to constructivism, belief sets that shaped the enacted curriculum related to time, content coverage, and examinations. Provides examples of students accepting the viability of scientific claims…

States teachers/learners use spoken language in a three part mathematics lesson advocated by the British National Numeracy Strategy. Recognizes language's importance by emphasizing correct use of mathematical vocabulary in raising standards. Finds pupils and teachers appear to ascribe different meanings to scientific words because of their…

Survey responses from teachers of hearing-impaired children indicated that, although 39 percent of all respondents and 59.1 percent of signing respondents reported that they used an artificial sign system in the classroom, only 8.1 percent of all respondents and 12.3 percent of signing respondents may actually be using one. (Author/CB)

Offers a general review of applications of psycholinguistic theory, focusing on applications in the field of education. Studies already undertaken and future areas for study are discussed, and guidelines for conducting psycholinguistic research in the classroom are proposed. (CFM)

Presents a way to design lesson plans that takes into account four modes of communication (oral, written, visual, and kinesthetic) and four audiences (self, partner, small group, and whole class) and that allows for reflection based on the NCTM Standards. (MKR)