Understanding Classroom Discourse and Interaction

Chapter 3 Understanding Classroom Discourse and Interaction Qualitative Perspectives Audra Skukauskaite, Audra SkukauskaiteSearch for more papers by this authorJessica Rangel, Jessica RangelSearch for more papers by this authorLisa Garcia Rodriguez, Lisa Garcia RodriguezSearch for more papers by this authorDenise Krohn Ramón, Denise Krohn RamónSearch for more papers by this author Audra Skukauskaite, Audra SkukauskaiteSearch for more papers by this authorJessica Rangel, Jessica RangelSearch for more papers by this authorLisa Garcia Rodriguez, Lisa Garcia RodriguezSearch for more papers by this authorDenise Krohn Ramón, Denise Krohn RamónSearch for more papers by this author Book Editor(s):Numa Markee, Numa MarkeeSearch for more papers by this author First published: 24 April 2015 https://doi.org/10.1002/9781118531242.ch3Citations: 4 AboutPDFPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShareShare a linkShare onFacebookTwitterLinked InRedditWechat Summary This chapter reviews contributions of qualitative perspectives to the understanding of classroom discourse and interaction. We present a brief overview of qualitative research development with a focus on contributions of language-based qualitative research approaches. We then analyze how classroom interaction and discourse are studied in four purposefully selected journals: Journal of Classroom Interaction, Applied Linguistics, Language and Education, and Linguistics and Education. Through analysis of how classroom interaction and discourse are used in the titles of the research articles published in these journals, we make visible the variety of theoretical and methodological perspectives used to study diverse phenomena of classroom life. This diversity of perspectives makes visible the need for dialogues across disciplinary, theoretical, and methodological research groups to build deeper understandings of classroom discourse and interaction and other phenomena in education. Qualitative research approaches expand understandings of educational phenomena by: 1) making visible the role of language in constructing classroom life; 2) shifting the focus on processes rather than outcomes; 3) demonstrating how learning and education are overtime phenomena linked to moment-by-moment interactions; 4) emphasizing the intertextual nature of human interaction; and 5) questioning terminologies and phenomena under study. Citing Literature The Handbook of Classroom Discourse and Interaction RelatedInformation