By providing a contemporary understanding of theories on classroom dialogue through a sociocultural lens, Sybing offers innovative ways to observe and foster more engaged interaction between teacher and student particularly in language learning contexts.
By providing a contemporary understanding of theories on classroom dialogue through a sociocultural lens, Sybing offers innovative ways to observe and foster more engaged interaction between teacher and student particularly in language learning contexts.
Roehl Sybing is an assistant professor in the Faculty of Global Communications at Doshisha University in Kyoto, Japan. He has a PhD in Education from the University of Massachusetts Amherst, USA.
Inhaltsangabe
1. Understanding Language Classroom Dialogue 2. Theories of Classroom Dialogue 3. The Language Learning Context 4. Incorporating the Other 5. Dialogue and Silence 6. Forms of Expertise and Power 7. Products of Co-Construction 8. Expansions to Dialogic Theory 9. A Framework for Language Classroom Dialogue 10. Revisiting Existing Language Education Research 11. Future research in language classroom dialogue
1. Understanding Language Classroom Dialogue 2. Theories of Classroom Dialogue 3. The Language Learning Context 4. Incorporating the Other 5. Dialogue and Silence 6. Forms of Expertise and Power 7. Products of Co-Construction 8. Expansions to Dialogic Theory 9. A Framework for Language Classroom Dialogue 10. Revisiting Existing Language Education Research 11. Future research in language classroom dialogue
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