Skip to main content
SpringerLink
Log in
Palgrave Macmillan

International Perspectives on ELT Classroom Interaction

  • Book
  • © 2015

Overview

Editors:
  1. Christopher J. Jenks

    1. University of South Dakota, US

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  2. Paul Seedhouse

    1. Newcastle University, UK

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (13 chapters)

  1. Front Matter

    Pages i-xiii
    Download chapter PDF

  2. International Perspectives on ELT Classroom Interaction: An Introduction

    • Paul Seedhouse, Christopher J. Jenks
    Pages 1-9

  3. Teaching Methods and Approaches: Looking into a Unique CLIL Classroom in Germany

    • Götz Schwab
    Pages 10-27

  4. Summons Turns: The Business of Securing a Turn in Busy Classrooms

    • Rod Gardner
    Pages 28-48

  5. ‘Funds of Knowledge’ for Achievement and Success: Multilingual Pedagogies for Mainstream Primary Classrooms in England

    • Jean Conteh
    Pages 49-63

  6. The Multimodal Organisation of Teacher-Led Classroom Interaction

    • Leila Kääntä
    Pages 64-83

  7. Networked Classrooms and Networked Minds: Language Teaching in a Brave New World

    • Melinda Dooly
    Pages 84-109

  8. Giving and Following Pedagogical Instructions in Task-Based Instruction: An Ethnomethodological Perspective

    • Numa Markee
    Pages 110-128

  9. Scaffolding for Mediated Learning During ‘Whole-Class Exercises’ in Kenyan Secondary English Lessons

    • Dorine Lugendo, Heather Smith
    Pages 129-148

  10. L2 and L3 Integrated Learning: Lingua Franca Use in Learning an Additional Language in the Classroom

    • Spencer Hazel, Johannes Wagner
    Pages 149-167

  11. What’s the Use of Technology? Insights from EFL Classrooms in Chinese Secondary Schools

    • Li Li
    Pages 168-187

  12. Analysing ELT in the European Arena: Multilingual Practices

    • Gudrun Ziegler, Natalia Durus, Olcay Sert, Neiloufar
    Pages 188-207

  13. Examining English-Only in the EFL Classroom of a Swedish School: A Conversation Analytic Perspective

    • Alia Amir
    Pages 208-218

  14. Applying Global Perspectives on ELT Classroom Interaction to Current Issues in Language Teaching

    • Christopher J. Jenks, Paul Seedhouse
    Pages 219-226

  15. Back Matter

    Pages 227-254
    Download chapter PDF
Back to top

Keywords

About this book

This book gathers together 11 empirical-based studies of classroom interaction carried out in different countries, including the USA, England, Kenya, Sweden, and China. Along with a state-of-the-art literature review, the chapters provide key insights and engagement priorities that will prove relevant to a variety of learning and teaching contexts.

Editors and Affiliations

  • University of South Dakota, US

    Christopher J. Jenks

  • Newcastle University, UK

    Paul Seedhouse

About the editors

Alia Amir, Linköping University, Sweden Jean Conteh, Leeds University, UK Melinda Dooly, Autonomous University of Barcelona, Spain Natalia Durus, INALCO, Sorbonne Paris Cité, France Neiloufar Family, University of Kaiserslautern, Germany Rod Gardner, Griffith University, Australia Spencer Hazel, Roskilde University, Denmark Christopher Jenks, University of South Dakota, USA Leila Kääntä, University of Jyväskylä, Finland Li Li, Exeter University, UK Dorine Lugendo, Newcastle University, UK Numa Markee, University of Illinois, Urbana-Champaign, USA Götz Schwab, Karlsruhe University of Education, Germany Olcay Sert, Hacettepe University, Turkey Paul Seedhouse, Newcastle University, UK Heather Smith, Newcastle University, UK Johannes Wagner, University of Southern Denmark Gudrun Ziegler, University of Luxembourg

Bibliographic Information

Publish with us

Policies and ethics

Back to top

Search

Navigation