ERIC Number: ED389226
Record Type: RIE
Publication Date: 1995
Understanding Communication in Second Language Classrooms.
Johnson, Karen E.
This book focuses on communication as the central feature in teaching and learning within second language classrooms. It examines the classroom as a unique communication context with highly regulated patterns of communicative behavior that are actively negotiated between teacher and students, and explores how and why these patterns of communication are established and maintained. Dynamics of classroom communication are viewed as shaped by the moment-to-moment actions and interactions that occur during face-to-face communication between teachers and students. The first part outlines a framework for understanding communication in second language classrooms, including teacher control of communication patterns, student perceptions of classroom communication patterns, and students' knowledge and use of language in the classroom, both in general and for the purpose of learning. The second part examines a number of patterns of communication: teacher-student interaction; student-student interaction; and patterns that relate to community-based issues such as English-as-a-Second-Language instruction and use of commercial materials. Part 3 offers suggestions for expanding communication patterns, allowing for variability in communication patterns, and establishing and extending classroom communicative competence. A substantial bibliography is included. (MSE)
Descriptors: Classroom Communication, Classroom Environment, Classroom Techniques, Communicative Competence (Languages), English (Second Language), Instructional Materials, Interaction, Interpersonal Communication, Knowledge Level, Language of Instruction, Language Patterns, Language Role, Language Usage, Second Language Instruction, Second Languages, Student Attitudes, Teacher Behavior, Teacher Student Relationship
Cambridge University Press, 40 West 20th Street, New York, NY 10011-4211 (ISBN-0-521-45355-0, hardback: ISBN-0-521-45968-0, paperback).
Publication Type: Reports - Research; Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A