The case studies in this book are based on transcripts of classroom interaction in nine different countries. In each chapter, the first author explains the specific context and through a theoretical and/or experiential perspective interprets the transcript data. The data are then re-interpreted by other authors in the book, illustrating the complexity and richness of interpretation and creating a dialogue among the book’s contributors. At the end of each chapter, readers are then invited with assistance to join in the conversation by providing their own interpretations of other transcript data from the same context. The book will be useful for student teachers or practicing professionals, as well as all educators interested in exploratory classroom research.
Creating Classroom Communities of Learning presents an innovative and enlightening account of interaction in nine communities of learning. In many ways it is a groundbreaking volume, full of rich transcripts of classroom interaction, with both ‘insider’ and ‘outsider’ interpretations. It not only highlights the powerful influence of cultural practices outside the classroom on what goes on inside the classroom, but it also unpacks the issue of the interpretive process.
- Peter Martin, School of Education, University of East LondonAction! Take 1: This book reminds us to be wary of unidimensional interpretations of classroom transcript data. Take 2: It presents alternative interpretations of rich, contextualized data, and invites further re-interpreting in order to develop our understanding of the co-construction of learning and the creation of learning communities. Take 3: An international cast of analysts engage in conversations about classroom interactions that are both unique and familiar. An intriguing, informative read. Cut!
- Gary Barkhuizen, Department of Applied Language Studies and Linguistics, University of AucklandThis book reminds us to be wary of unidimensional interpretations of classroom transcript data. It presents alternative interpretations of rich, contextualized data, and invites further re-interpreting in order to develop our understanding of the co-construction of learning and the creation of learning communities. An international group of analysts engage in conversations about classroom interactions that are both unique and familiar. An intriguing, informative read.
- Gary Barkhuizen, Department of Applied Language Studies and Linguistics, University of AucklandI recommend that one reads and reflects on this book to provide sorely needed direction.
- Education Review 12, Nov 2009 - Ruth Rees, Queen’s University, Canada
Roger Barnard is a senior lecturer in applied linguistics at the University of Waikato, New Zealand. He has spent many years working with language teachers of young learners in Europe, Asia and the Middle East.
Professor María E. Torres-Guzmán is a professor in bilingual/multicultural education at Teachers College, Columbia University, New York, NY. She has primarily focused on teacher development and cultural aspects of the education of language minority populations in the United States, Spain and elsewhere.
