Part of
Second Language Interaction in Diverse Educational ContextsEdited by Kim McDonough and Alison Mackey
[Language Learning & Language Teaching 34] 2013
► pp. 109–126
Edited by Kim McDonough and Alison Mackey
[Language Learning & Language Teaching 34] 2013
► pp. 109–126
6. Classroom interaction and learning opportunities across time and space
Our data for this chapter comprises recordings of 12 advanced adult language learners within a single English for Academic Purposes (EAP) classroom as they work collaboratively over repeated cycles of teacher fronted and related group work tasks. Our interest is in classroom interactions as they evolve across time and in both public and private spaces. As such, our approach owes much to recent ecological accounts of the role of interaction, emphasizing the complex and situated nature of learning (van Lier 2004). In doing so, we wish to pick up on aspects of classroom interaction that are missed in more taxonomic approaches to interaction analysis, but which are nevertheless important components of how classroom interaction contributes to learning.
Cited by
Cited by 9 other publications
Devos, Nathan J.
2016. Uncovering Peer Interactions as a Resource for Learning. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 87 ff. 
Erlam, Rosemary, Jenefer Philp & Diana Feick
2021. Teaching Languages to Adolescent Learners,
Fujii, Akiko, Nicole Ziegler & Alison Mackey
2016. 2. Peer interaction and metacognitive instruction in the EFL classroom. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 63 ff.
Kobayashi, Emi & Masaki Kobayashi
2018. Chapter 9. Second language learning through repeated engagement in a poster presentation task. In Learning Language through Task Repetition [Task-Based Language Teaching, 11], ► pp. 223 ff.
Kos, Tomáš
2021. Pedagogical challenges of foreign language teaching in mixed-age primary school classrooms. Language Teaching for Young Learners 3:1 ► pp. 66 ff.
KUBANYIOVA, MAGDALENA
2015. The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher-Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition. The Modern Language Journal 99:3 ► pp. 565 ff.
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3 ► pp. 285 ff.
Philp, Jenefer
2016. New pathways in researching interaction. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 377 ff.
Philp, Jenefer & Laura Gurzynski-Weiss
2020. Chapter 2. On the role of the interlocutor in second language development. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53], ► pp. 20 ff.
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