Focuses on episodes from English classes in four Hong Kong high schools located in different socioeconomic areas. Drawing on the work of Pierre Bourdieu, argues that different pedagogical approaches may be compatible or incompatible with or may challenge the students. (Author/VWL)

Discusses using scripted lessons to increase the academic information teachers give to students with emotional or behavior disorders before they ask the students to perform tasks that require the information. The results from a study that successfully used written scripts to decrease undesirable student behaviors are reviewed. (CR)

College teachers are encouraged to provoke students to analyze the grounds of their beliefs but to use care not to inflict personal biases and preferences. Several principles to follow in formulating provocative teaching techniques and to support students' critical thinking are outlined, with examples from philosophy instruction. Classroom…

Highlights a number of recommended best-teaching practices, selectively reviews the research literature on teacher interactions in classrooms for students with emotional and behavioral disorders, provides a possible interpretative framework for the apparent discrepancies between research and practice, and makes recommendations for future research.…

Highlights some tentative conclusions that can be drawn from current research, providing a starting point for considering what e-mail may have to offer literacy educators. Suggests: e-mail facilitates positive classroom interactions; e-mail creates a more democratic context for discussion; e-mail enhances opportunities for collaboration; e-mail…

Explores episodes of classroom interaction in which there is unplanned attention to form. Data consist of periodic recordings of learners in intensive English classes over a period of 8 weeks. Analysis of data points to a strong connection between attention to form and subsequent use of those forms and indicates that this connection is affected by…

Offers a theoretical perspective on how and why different ways of talking about text can be so important for helping readers develop and for learning to read literature. Details a model of language use within the classroom and considers implications of the model for the instruction and assessment of language and literacy. (SR)

Teachers in two bilingual Spanish-immersion kindergarten classrooms structured opening activities to ensure comprehension and participation of children with little or no knowledge of Spanish. Classroom routines are analyzed in terms of scaffolding provided, focusing on specific communication strategies, teacher and peer modeling of Spanish usage,…

Examines the discourse in an English as a second or other language (ESoL) classroom in a best-case scenario that contrasted dramatically with more typical school settings. Samples student critical turns (SCTs) across a six-week literature-rich science unit. Shows that the teacher played a crucial role in extended dialogue among students. (SG)

Examines the occurrence and use of recasts in adult native-speaker/nonnative-speaker interactions in a classroom setting. Focuses on native speaker recasts in three types of negotiations: one-signal negotiated interactions, extended negotiated interactions, and non-negotiated interactions, and on recasts in response to nonnative speaker levels of…

A study investigated the importance assigned by 100 adolescents to 14 communication skills under conditions of talking to peers and to teachers. Adolescents perceived that skills associated with empathy and considered to be addressee-focused were important for peer communication and skills related to discourse management strategies were important…

Describes the role of meta talk (explicit talk about grammar) in the classroom practice of two English-as-a-Second-Language teachers. Classroom observations and teacher interviews provided descriptive data about the initiation, development, and outcomes of meta talk in the teachers' work, and insight into the rationale behind their approaches to…

Discusses an approach to the study of interlanguage that challenges prevailing models of second language acquisition that assume negotiation of meaning is the only causal variable. Examines two notions of language play: ludic language play and rehearsal in private speech. Analysis of classroom interactions among children in a Spanish immersion…

Effective communication is the basis of developing an environment of mutual respect between students and teachers. The more congruent the communication is between students and teachers, the more likely students are to become willing participants in the learning process, and the more likely it is that the teacher can maintain a comfortable…

This study focuses on observations of classroom conversation as an approach to assessment of relationships between a teacher's teaching and pupils' learning and identity-development processes. Detailed observation notes from two conventional conversation situations from a first grade classroom are written down as narratives and analysed within a…