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portada Microreflection on Classroom Communication a fab Framework Reflective Practice in Language Education
Type
Physical Book
Publisher
Author
Language
English
Format
Hardcover
ISBN13
9781781797358

Microreflection on Classroom Communication a fab Framework Reflective Practice in Language Education

Sarah Chepkirui Creider (Author) · Equinox Publishing · Hardcover

Microreflection on Classroom Communication a fab Framework Reflective Practice in Language Education - Sarah Chepkirui Creider

New Book Imported to South Africa
Delivery: 14 Oct - 22 Oct Shipping: 13 to 14 business days.
R 1,431
R 1,431

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Synopsis "Microreflection on Classroom Communication a fab Framework Reflective Practice in Language Education"

Traditional concerns with classroom communication have centered on questions such as who talks more, whether the interaction is teacher-centered or student-centered, whether participation is restricted to a few or available to all, what kinds of questions teachers ask, and what kinds of feedback they give. These indicators provide a simple and useful way of capturing classroom communication in distributional and categorical terms. Less attention has been devoted to observing and understanding the quality of this communication - whether it facilitates learning regardless of, for example, who talks more.Based on over a decade of fine-grained analysis of video-recorded ESL classroom interaction, this book offers one way of seeing and gauging the quality of classroom communication beyond distributions and categories. In particular, by parsing detailed transcripts of actual classroom interaction, it invites reflective conversations on how three principles of skillful classroom communication may be practiced in the micro-moments of classroom interaction: fostering an inviting environment, attending to student voices, and balancing competing demands (FAB). The goal is to cultivate a mentality of micro-reflection-one that sensitizes teachers to the consequentiality of every move they make as they make them in the simultaneity and sequentiality of second-by-second classroom interaction.

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