Negotiating Meaning In The Classroom
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Classroom Decision-Making
Author: Michael P. Breen
language: en
Publisher: Cambridge University Press
Release Date: 2000-03-23
The book describes the rationale for classroom negotiation and is accessible to practitioners.
Negotiating Meaning in the classroom
This book serves as a clarion call to all educators, teachers as well as other stakeholders in the educational enterprise. It tries to drive home the point about the uniqueness of the 21st century and the changes it has brought, just as every other sphere of human endeavor has reacted to this change, education as well as teaching must not be left behind. This book is focused on how teaching can be used as a tool to enable learners catch up with the century and be ready for the challenges of the next.
Negotiated Interaction in Target Language Classroom Discourse
Author: Jamila Boulima
language: en
Publisher: John Benjamins Publishing
Release Date: 1999-06-15
This book addresses some of the most fundamental questions that can be asked about target language (TL) acquisition in the classroom context, namely 1. What is negotiated interaction? 2. What are the main discourse functions of negotiated interaction? 3. How frequent is negotiated interaction in TL classrooms, and does this frequency vary by proficiency level? 4. To what extent does the initiation of negotiation overlap with the negotiation of power in such a setting of unequal-power discourse as the TL classroom? The negotiation process allows TL learners to obtain ‘comprehensible input’, to receive ‘negative input’, and to produce ‘comprehensible output’. Since these are key variables in the acquisition process, by researching the negotiation work occurring in TL classroom discourse, the book fully contributes to the understanding of the process of interlanguage development in TL classrooms and thereby has major implications for TL teaching and teacher training. The book also contributes to further the understanding of negotiated interaction from a sociolinguistic standpoint: the asymmetrical nature of negotiation work in TL classrooms reflects the role and power relationships, the social organization, as well as the tacit interactional and cultural rules that seem to be at work in the TL classroom context.