International Perspectives on ELT Classroom Interaction

1. Front Matter

   Pages i-xiii

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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

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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.

• classroom interaction
• English language teaching
• language learning
• participation
• turn-taking
• classroom discourse
• conversation analysis
• discourse analysis
• applied linguistics
• lingua franca
• multiculturalism
• multilingualism
• CLIL
• English
• German
• language teaching
• Lingua franca
• Literatur
• second language

• University of South Dakota, US

  Christopher J. Jenks

• Newcastle University, UK

  Paul Seedhouse

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

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