15.2969, Books: Applied Ling/Discourse Analysis: Marton, Tsui

Wed Oct 20 14:14:27 UTC 2004

LINGUIST List: Vol-15-2969. Wed Oct 20 2004. ISSN: 1068 - 4875.

Subject: 15.2969, Books: Applied Ling/Discourse Analysis: Marton, Tsui

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1)
Date: 12-Oct-2004
From: Susan Barker < Susan.Barker at erlbaum.com >
Subject: Classroom Discourse and the Space of Learning: Marton, Tsui

-------------------------Message 1 ----------------------------------
Date: Wed, 20 Oct 2004 10:09:46
From: Susan Barker < Susan.Barker at erlbaum.com >
Subject: Classroom Discourse and the Space of Learning: Marton, Tsui

Title: Classroom Discourse and the Space of Learning
Publication Year: 2004
Publisher: Lawrence Erlbaum Associates
	   http://www.erlbaum.com/

Author: Ference Marton
Author: Amy B.M. Tsui

Hardback: ISBN: 0805840087 Pages: 256 Price: U.S. $ 59.95
Paperback: ISBN: 0805840095 Pages: 256 Price: U.S. $ 24.50

Abstract:

Classroom Discourse and the Space of Learning is about learning in
schools and the central role of language in learning. The investigations of
learning it reports are based on two premises: First, whatever you are
trying to learn, there are certain necessary conditions for
succeeding--although you cannot be sure that learning will take place when
those conditions are met, you can be sure that no learning will occur if
they are not. The limits of what is possible to learn is what the authors
call "the space of learning." Second, language plays a central role in
learning--it does not merely convey meaning, it also creates meaning. The
book explicates the necessary conditions for successful learning and
employs investigations of classroom discourse data to demonstrate how the
space of learning is linguistically constituted in the classroom.

Classroom Discourse and the Space of Learning:

*makes the case that an understanding of how the space of learning is
linguistically constituted in the classroom is best achieved through
investigating "classroom discourse" and that finding out what the
conditions arefor successful learning and bringing them about should be the
teacher's primary professional task. Thus, it is fundamentally important
for teachers and student teachers to be given opportunities to observe
different teachers teaching the same thing, and to analyze and reflect on
whether the classroom discourse in which they are engaged maximizes or
minimizes the conditions for learning;

*is both more culturally situated and more generalizable than many other
studies of learning in schools. Each case of classroom teaching clearly
demonstrates how the specific language, culture, and pedagogy molds what is
happening in the classroom, yet at the same time it is possible to
generalize from these culturally specific examples the necessary conditions
that must be met for the development of any specific capability regardless
of where the learning is taking place and what other conditions might be
present; and

*encompasses both theory and practice--providing a detailed explication of
the theory of learning underlying the analyses of classroom teaching
reported, along with close analyses of a number of authentic cases of
classroom teaching driven by classroom discourse data which have practical
relevance for teachers.

Intended for researchers and graduate students in education, teacher
educators, and student teachers, Classroom Discourse and the Space of
Learning is practice- and content-oriented, theoretical, qualitative,
empirical, and focused on language, and links teaching and learning in
significant new ways.

Linguistic Field(s): Applied Linguistics
                     Discourse Analysis
                     Ling & Literature

Written In: English  (Language Code: ENG)

See this book announcement on our website:
http://linguistlist.org/get-book.html?BookID=11898

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