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. Theoretical considerations 1. Classroom interaction: Definitions, practices and challenges 2. Classroom Interactional Competence and evidence-based reflection 3. Pedagogic renewal: Promoting a dialogic pedagogy in the internationalised 21st-century higher education 4. The problem with silent students: It’s us not them 5. Global competencies and classroom interaction: Implications for student and staff training Part II. Classroom interaction and disciplinary perspectives 6. Classroom interaction: Disciplinary contexts 7. Scaffolding peer interaction within a language-and-content integrated business curriculum: A case study in a western Canadian university 8. Challenges faced by transnational education students in advanced STEM practical classes 9. Spotlights on ‘practiced’ language policy in the internationalised university 10. We (don’t) need to talk: Communication among international students in group projects Part III: Classroom interaction: Interventions and reflections 11. Developing practice through intervention 12. Dialogic interaction in the higher education classroom: A philosophy for children (P4C) approach 13. Implementing a dialogic pedagogy in university seminar-based teaching 14. Reflecting on the cultural assumptions we bring to teaching: One strategy for improving classroom interaction 15. An experiment in how to teach strategies for effective classroom interaction: Are we getting it right? 16. Conclusion: Taking classroom interaction forward
Doris Dippold is Senior Lecturer in Intercultural Communication at the University of Surrey, UK.
Marion Heron is Senior Lecturer in Higher Education at the University of Surrey, UK.