Using Discourse Analysis to Improve Classroom Interaction

This accessible "how to" book about classroom interaction offers teachers powerful tools of discourse analysis as a way of understanding the complex dynamics of human interaction that constitute effective, equitable teaching and learning and guides them step-by-step through how to build their interactional awareness to improve their teaching.

Lesley A. Rex is Faculty Leader of Secondary English Teacher Education, Co-Chair of the Joint Program in English and Education, and Associate Professor at the University of Michigan. Laura Schiller is a National Board Certified teacher, Director of the Oakland (MI) Writing Project, Literacy Consultant for Oakland (MI) Intermediate School District, and University of Michigan doctoral student.

Preface Acknowledgments PART ONE: "Reading" Conversations, Opening Possibilities Chapter 1: Talking and Learning Chapter 2: Assuming & Choosing Chapter 3: Interacting & Positioning Chapter 4: Identity & Worlds Chapter 5: Interdiscursivity Chapter 6: Power Chapter 7: Building Knowledge PART TWO: CURRICULUM Introduction Chapter 8: Positioning, Alignment, Stake, and Identity 1 Chapter 9: Positioning, Alignment, Stake, and Identity 2 Chapter 10: Minimizing Face Threats While Challenging Practice PART THREE: DIFFERENCE Introduction Chapter 11: Clashes and Intersections of the Different Worlds of Teacher and Students, Case 1 Chapter 12: Clashes and Intersections of the Different Worlds of Teacher and Student, Case 2 PART FOUR: Accountability and Assessment Introduction Chapter 13: The Discursive Qualities of Inclusive Diverse Classrooms Chapter 14: Interrogating Timed Prompted Writing in Professional Development Communities Chapter 15: Reframing Accountability Measures: Repositioning Teachers and Students Epilogue