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Classroom Discourse
Volume 7 – Issue 2 – 2016
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Table of Contents
1–Integrating rapport-building into language instruction: A study of Korean foreign language classes–Mi Yung Park
2–The first language in the foreign language classroom: teacher model and student language use – an exploratory study — Monika Chavez
3–Pre-service EFL teachers’ reported perceptions of their development through SETT experience–Asuman Aşık & S. İpek Kuru Gönen
4–The management of dynamic epistemic relationships regarding second language knowledge in second language education: Epistemic discrepancies and epistemic (im)balance — Fredrik Rusk, Michaela Pörn & Fritjof Sahlström
Classroom Discourse is an international, peer reviewed journal that provides a forum in which research from language and education disciplines can be combined.
The Journal focuses on research that considers discourse and interaction in settings where activity is deliberately organised to promote learning. While most papers focus on the discourse of classrooms, others report research in more informal, naturalistic settings in which, while learning is certainly still taking place, it is not occurring in the typical and ‘traditional’ space of a classroom. Examples might include online tutorials, peer-peer interactions of work-in-progress, and dialogues between ‘trainer and trainee’ in a workplace context.
In order to deal with the range of phenomena identified in the Journal’s wide interpretations of both ‘classroom’ and ‘discourse’, contributions are invited from across the range of theoretical perspectives and research methods. Thus, articles are welcomed which use such perspectives as ethnomethodology, conversation analysis, discursive psychology, multimodal analysis, systemic functional linguistics, genre theory, studies on ‘voice’, identity studies, critical discourse analysis (CDA), sociocultural theory, cultural-historical activity theory, communities of practice, linguistic ethnography and linguistic anthropology, and poststructuralist discourse analysis.
The Journal invites contributions from researchers working in any educational setting, in any subject, at any educational level, anywhere in the world. Work reporting on international and inter-disciplinary research is especially welcome.