Pedagogical interaction can be observed through many different landscapes, such as the graduate seminar, the writing skills center, the after-school literacy program, adult ESL classrooms, and post-observation conferences. By viewing these settings through the lens of conversation analysis, this volume lays the groundwork for three principles of pedagogical interaction: competence, complexity, and contingency. The author explores these principles and how they inform what makes a good teacher, how people learn, and why certain pedagogical encounters are more enlightening than others. Drawn from the author’s original research in various pedagogical settings, this volume collects empirical insights from conversation analysis and contributes to theory building.
Theorizing Pedagogical Interaction will appeal to students and scholars in applied linguistics, educational linguistics, and communication studies who are interested in the discourse of teaching and learning.
Chapter 1: Introduction
Chapter 2: Issues in Classroom Discourse
Chapter 3: Conversation Analysis
Chapter 4: Principle of Competence
Chapter 5: Principle of Complexity
Chapter 6: Principle of Contingency
Chapter 7: Competence, Complexity, and Contingency: An Embodied Theory
This series aims to present the latest research from right across the field of education. It is not confined to any particular area or school of thought and seeks to provide coverage of a broad range of topics, theories and issues from around the world.
Please send inquiries or proposals for this series to one of the following:
Emilie Coin: [email protected] – Editor, UK, Europe, Africa, and the Middle East
Elsbeth Wright: [email protected] – Editor, North & South America
Vilija Stephens: [email protected] – Editor, Australia & New Zealand
Katie Peace: [email protected] – Publisher, Asia