Classroom Discourse and Teacher Development

Steve Walsh is Professor of Applied Linguistics and Communication in the School of Education, Communication and Language Sciences, Newcastle University. Steve has worked in English language teacher education for more than 20 years and his research focuses on classroom discourse, teacher development, second language teacher education, and professional communication. He has published 10 books and more than 100 research papers. His most recent publications, co-authored with Steve Mann include Reflective Practice for English Language Teaching: Research-based Principles and Practices (2017) and The Routledge Handbook of English Language Teacher Education (2019).

• Series Editors’ Preface; 1. Chapter 1. Introduction, Introduction, Teachers as researchers, L2 teacher education and sociocultural theory, Teacher development and classroom discourse, Challenges for teachers and learners, Overview of the book; 2. Chapter 2. Classroom discourse: an overview; Introduction; Discourse and discourse analysis, Features of classroom discourse, The IRF exchange structure, Summary; 3. Chapter 3. Classroom interactional competence, Introduction, Interactional competence, Classroom interactional competence, CIC and teacher development, Summary; 4. Chapter 4. SETT: self-evaluation of teacher talk, Introduction, Context and contexts, The SETT framework, SETT and teacher development, Summary; 5. Chapter 5. Researching classroom discourse, Introduction, Recording, transcription and ethics, Interaction analysis, discourse analysis and conversation analysis, Corpus linguistics, CLCA, Summary; 6. Chapter 6. Reflective practice revisited, Introduction, Definitions of RP, The problems of RP, Reflective Practice Revitalised, Summary; 7.Chapter 7. Conclusion, Task commentaries, References, Index; 8.Appendices

An expert, in-depth, thought-provoking and innovative discussion of the centrality of classroom disource in second language classes. Taking into account the theoretical and technological advances in discource analysis, it also proposes concrete ways to better integrate CIC as a core component of teach training programmes. A must read for future and in-service language teachers, teacher trainers and researchers in applied linguistics.