ABSTRACT
This edited collection draws together the latest thinking, research and practical case studies related to classroom interaction at internationalised universities.
Through evidence-based approaches which involve the analysis of and reflection on classroom interaction practices, this book examines issues related to classroom interaction in disciplinary higher education contexts, whilst addressing the question of how teachers and students can develop their ability in orchestrating and taking part in classroom interaction.
Covering topics such as classroom interactional competence, ‘silent’ students, interaction and integration in multicultural classes, social factors in classroom talk, group interaction, oracy development and anti-bullying interventions, this title is ideal reading for postgraduate students, teacher trainers in higher education, scholars and researchers and anyone interested in higher education pedagogy and its development.
TABLE OF CONTENTS
part I|68 pages
Theoretical considerations
chapter 3|14 pages
Pedagogical renewal
chapter 5|14 pages
Global competencies and classroom interaction
part II|66 pages
Classroom interaction and disciplinary contexts
chapter 7|17 pages
Scaffolding peer interaction within a language-and-content integrated business curriculum
chapter 10|12 pages
We (don’t) need to talk
part III|69 pages
Classroom interaction: Interventions and reflections