Group Work in the English Language Curriculum: Sociocultural by P. Chappell

By P. Chappell

This e-book explores how utilizing small teams in moment language study rooms helps language studying. Chappell's event as a language instructor equips him to offer a transparent, evidence-based argument for the strong impression team paintings has upon the possibilities for studying, and the way it may hence be an essential component of language classes.

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Extra resources for Group Work in the English Language Curriculum: Sociocultural and Ecological Perspectives on Second Language Classroom Learning

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There are two things you said Narrow focus of inquiry there [going to whiteboard and writes bullet point ‘nuclear energy’]. Everybody. Oat was talking about energy from the sun. Focus What do we call that? Clarify concept (information seeking) Teacher: Solar. Solar energy, yep. Clarify concept Do you think that’s really important for the future? Narrow focus of inquiry Teacher: Yes? I wonder why solar energy is so important. Extend topic of inquiry> Build on other’s contribution Teacher: Yeah. Really, any kind of energy is going to be high investment first of all.

25): A field of knowledge and its associated activity is taken, relocated and in some way therefore projected for another person and another site. Following Christie, I shall be referring to regulative and instructional discourse as registers representing two different sets of language choices making up the spoken texts of the classroom context. The regulative and instructional registers are always realised simultaneously through spoken classroom texts; however, one or the other is foregrounded depending on the configuration of experiential, interpersonal and textual meanings being made through the grammar at any point in time.

12–13). Framing is a discursive feature of the classroom; that is, like the classroom activity it is regulating, framing is variable. The second language classroom involving a variety of classroom configurations, group work being foremost among them, varies in the quality of control that the teacher and the students have over the selection, sequencing, pacing and evaluation of the communications that occur. This qualitative variation, I will argue throughout the following chapters, represents a fundamental strategic choice for the teacher, and ideally also the students.

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