Discourse and Education

1. Front Matter

   Pages i-xxxiv

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2. Traditions in Discourse and Education

   1. Front Matter

      Pages 1-1

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   2. Linguistic Anthropology of Education

      • Stanton Wortham, Sabina Perrino

      Pages 3-13

   3. Understanding the Fuzzy Borders of Context in Conversation Analysis and Ethnography

      • Silvia Kunitz, Numa Markee

      Pages 15-27

   4. Genres and Institutions: Functional Perspectives on Educational Discourse

      • Frances Christie

      Pages 29-40

   5. Critical Discourse Analysis in Education

      • Rebecca Rogers

      Pages 41-54

   6. Classroom Interaction, Situated Learning

      • Judith L. Green, Jenna Joo

      Pages 55-70

   7. Discourse Analysis Across Events

      • Angela Reyes, Stanton Wortham

      Pages 71-84

3. Discourse, Power, and Identities

   1. Front Matter

      Pages 85-85

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   2. Language Choice and Symbolic Domination

      • Monica Heller, Mireille McLaughlin

      Pages 87-95

   3. Multilingual Classrooms at Times of Superdiversity

      • Massimiliano Spotti, Sjaak Kroon

      Pages 97-109

   4. Discursive Approaches to Policy

      • Francis M. Hult

      Pages 111-121

   5. Categorizing Learners Beyond the Classroom

      • Eva Hjörne, Roger Säljö

      Pages 123-134

   6. Formation of Gendered Identities in the Classroom

      • Harriet Bjerrum Nielsen, Bronwyn Davies

      Pages 135-145

   7. Language, Sexuality, and Education

      • Helen Sauntson

      Pages 147-159

   8. Playful Talk, Learners’ Play Frames, and the Construction of Identities

      • Vally Lytra

      Pages 161-172

   9. Classroom Discourse and the Construction of Learner and Teacher Identities

      • Jasmine Ching Man Luk

      Pages 173-184

   10. Discursive Perspectives on Language Policy and Planning

       • Katherine S. Mortimer

       Pages 185-196

4. Discourses, Pedagogy, and Learning

   1. Front Matter

      Pages 197-197

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   2. Guided Co-Construction in Classroom Talk

      • Jan Hardman, Frank Hardman

      Pages 199-210

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.

• Bilingual and Multilingual Education
• English Language Teaching and Learning
• English as a Second or Foreign Language
• Language Education Research
• Language Policy

• Lynch School of Education, Boston College, Chestnut Hill, USA

  Stanton Wortham, Deoksoon Kim

• Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand

  Stephen May

Prior to taking up his position at The University of Auckland, Professor Stephen May was Foundation Professor and Chair of Language and Literacy Education in the School of Education, University of Waikato (2001-2009). In the 1st semester of 2008, he was also a New Zealand Fulbright Senior Scholar, based at Arizona State University, Teachers College, Columbia University and City University New York, where he undertook a comparative ethnographic study of successful school-based bilingual education programs. In 2001, he was a visiting scholar at the Ontario Institute for Studies in Education (OISE), University of Toronto. Stephen began his professional career in the 1980s as a secondary teacher of English and ESL in New Zealand and has subsequently taught in universities in New Zealand, Britain, USA and Canada. From 1993-2001 he taught in the Sociology Department, University of Bristol, UK, where he remains affiliated as a Honorary Research Fellow.

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