Examines the interactions between learners and teachers in a content-based classroom. This book aims to identify patterns of discourse which support both second language development and curriculum learning, and the pedagogical contexts in which they occur. It puts forward a fresh approach to the analysis of classroom discourse.
The study of teacher cognition - what teachers think, know and believe - and of its relationship to teachers' classroom practices has become a key theme in the field of language teaching and teacher education. This volume provides discussion of the research on language teacher cognition.
Introduces the contextual construction of oppositional meaning. This book provides a discussion of the importance of constructed opposition in hegemonic practice and makes a case for the inclusion of opposition as a central tool of critical discourse analysis. It is suitable for researchers and graduates in linguistics and language studies.
Extending the scope and coverage of genre theory, this book gives more emphasis to what is known as pragmatic space; in other words it integrates the study of discourse at the textual level with the study of how that discourse operates in its social context.
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