Investigating Classroom Discourse

By Steve Walsh. 2006

611 citations recorded by the source corpus.

Subfields: Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/eedbca1de2b02690915b0ea385682f86c9465ea0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Olcay Sert
2. K. Rajagopalan
3. Li Li
4. Hansun Zhang Waring
5. J. Ives
6. T. Farrell
7. Steve Walsh

Citations in the corpus

• Exploring teacher beliefs and classroom practices through reflective practice: A case study (2015, background): “Consequently, language teachers need to reflect on beliefs and classroom practices because they exist in a symbiotic relationship in which both shape each other, and are shaped by each other (Walsh, 2006).”
• ‘Seeing is believing’: looking at EFL teachers’ beliefs through classroom interaction (2011, background): “Excerpt 3(b) is typical of the kind of instructional language found in what can be termed managerial mode (Walsh 2006).”
• Using Explicit Positive Assessment in the Language Classroom: IRF, Feedback, and Learning Opportunities. (2008, background): “1 IRF is a sequential feature, distinct in its prosodic packaging (Hellermann, 2003, 2005a, 2005b), of classroom discourse widely known among applied linguists and education scholars (Walsh, 2006; Wells, 1993).”
• The complexity of language teachers' beliefs and practice: one EFL teacher's theories (2013, background): “Walsh (2006) suggests that teachers vary in their ability to create learning opportunities and make good interactive decisions.”
• The Routledge handbook of English language teaching (2018, background): “Consequently, a sociocultural approach based on a Vygotskian framework to the study of human thinking, learning and development highlights how the social and the cognitive are culturally interrelated and form a ‘dialectic’.”
• The interactional management of claims of insufficient knowledge in English language classrooms (2013, methodology): “Nonetheless, it should be noted that this is a pedagogically driven choice for the teacher since in form and accuracy contexts (Seedhouse 2004), or in classroom context mode (Walsh 2006) where there is also a focus on material, there may be fewer pauses and little teacher wait-time.”
• CONCEPTUALISING CLASSROOM INTERACTIONAL COMPETENCE (2012, methodology): “This position assumes that pedagogic goals and the language used to achieve them are inextricably intertwined and constantly being re-adjusted (Seedhouse 2004, Walsh 2006).”