Classroom Discourse Analysis: A Tool for Critical Reflection

Betsy Rymes, University of Pennsylvania

Abstract

Classroom Discourse Analysis: A Tool for Critical Reflection makes techniques widely used in the field of discourse analysis accessible to a broad audience and illustrates their application in the study of classroom talk. Separate chapters illustrate the analysis of interactional resources such as turn taking, participation frameworks, narrative, and contextualization cues, modeling forms of discourse analysis teachers may practice in their own classrooms. Throughout, the author urges readers to use these analytic tools to investigate their own assumptions about what goes on in classrooms, what counts as knowledge, and how features of talk and interaction influence who gets to learn.