The Handbook of Discourse Analysis
The Handbook of Discourse Analysis The Handbook of Discourse Analysis
516 Carolyn Temple Adger Gumperz, J. (1982). Discourse Strategies. Cambridge: Cambridge University Press. Gumperz, J., and Field, M. (1995). Children’s discourse and inferential practices in cooperative learning. Discourse Processes, 19, 133–47. Gumperz, J., and Herasimchuk, E. (1975). The conversational analysis of social meaning: a study of classroom interaction. In M. Sanches and B. Blount (eds), Sociocultural Dimensions of Language Use (pp. 81–115). New York: Academic Press. Heath, S. B. (1983). Ways with Words: Language, Life, and Work in Communities and Classrooms. New York: Cambridge University Press. Hicks, D. (1996). Contextual inquiries: a discourse-oriented study of classroom learning. In D. Hicks (ed.), Discourse, Learning, and Schooling (pp. 104–44). New York: Cambridge University Press. Hoyle, S., and Adger, C. T. (1998). Introduction. In S. Hoyle and C. T. Adger (eds), Kids Talk: Strategic Language Use in Later Childhood (pp. 3–22). New York: Oxford University Press. Hymes, D. (1972). Introduction. In C. Cazden, V. Johns, and D. Hymes (eds), Functions of Language in the Classroom (pp. xi–lvii). New York: Teachers College Press. Labov, W., and Fanshel, D. (1977). Therapeutic Discourse: Psychotherapy as Conversation. New York: Academic Press. McDermott, R. (1976). Kids make sense: an ethnographic account of the interactional management of success and failure in one first grade classroom. Unpublished dissertation, University of Stanford. McDermott, R. P., Gospodinoff, K., and Aron, J. (1978). Criteria for an ethnographically adequate description of concerted activities and their contexts. Semiotica, 24, 245–75. Mehan, H. (1979). Learning Lessons: Social Organization in the Classroom. Cambridge, MA: Harvard University Press. Mehan, H., Cazden, C., Coles, L., Fisher, S., and Mauroles, N. (1976). The Social Organization of Classroom Lessons. San Diego: University of California, Center for Human Information Processing. Merritt, M. (1998). Of ritual matters to master: structure and improvisation in language development at primary school. In S. B. Hoyle and C. T. Adger (eds), Kids Talk: Strategic Language Use in Later Childhood (pp. 134–50). New York: Oxford University Press. Michaels, S. (1981). “Sharing time”: children’s narrative styles and differential access to literacy. Language in Society, 10, 423–42. Moll, L., and Dworin, J. (1996). Biliteracy development in classrooms: social dynamics and cultural possibilities. In D. Hicks (ed.), Discourse, Learning, and Schooling (pp. 221–46). New York: Cambridge University Press. O’Connor, M. C., and Michaels, S. (1996). Shifting participant frameworks: orchestrating thinking practices in group discussion. In D. Hicks (ed.), Discourse, Learning, and Schooling (pp. 63–104). New York: Cambridge University Press. Philips, S. (1993). The Invisible Culture: Communication in Classroom and Community on the Warm Springs Indian Reservation. 2nd edition. Prospect Heights, IL: Waveland Press. Rogoff, B. (1991). Social interaction as apprenticeship in thinking: guidance and participation in spatial planning. In L. B. Resnick, J. M. Levine, and S. Teasley (eds), Perspectives on Socially Shared Cognition (pp. 349–64). Washington, DC: APA Press.
Discourse in Educational Settings 517 Rosebery, A., Warren, B., and Conant, F. (1992) Appropriating scientific discourse: findings from language minority classrooms. Journal of the Learning Sciences, 2, 61–94. Schlegel, J. (1998). Finding words, finding means: collaborative learning and distributed cognition. In S. B. Hoyle and C. T. Adger (eds), Kids Talk: Strategic Language Use in Later Childhood (pp. 187–204). New York: Oxford University Press. Scollon, R., and Scollon, S. (1981). Narrative, Literacy and Face in Interethnic Communication. Norwood, NJ: Ablex. Shultz, J., Florio, S., and Erickson, F. (1982). “Where’s the floor?”: aspects of social relationships in communication at home and at school. In P. Gilmore and A. Glatthorn (eds), Children In and Out of School: Ethnography and Education (pp. 88–123). Washington, DC: Center for Applied Linguistics. Shuy, R. W., and Griffin, P. (1981). What do they do any day: studying functional language. In W. P. Dickson (ed.), Children’s Oral Communication Skills (pp. 271–86). New York: Academic Press. Sinclair, J., and Coulthard, R. M. (1975). Towards an Analysis of Discourse. London: Oxford University Press. Tannen, D. (1984). Conversational Style: Analyzing Talk Among Friends. Norwood, NJ: Ablex. Tannen, D. (1993). What’s in a frame? Surface evidence for underlying expectations. In D. Tannen (ed.), Framing in Discourse (pp. 14–56). New York: Oxford University Press. Tharp. R. G. (1997). From At-risk to Excellence: Research, Theory, and Principles for Practices. University of California, Santa Cruz: Center for Research on Education, Diversity and Excellence. Tharp, R., and Gallimore, R. (1988). Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Cambridge: Cambridge University Press. Tuyay, S., Jennings, L., and Dixon, C. (1995). Classroom discourse and opportunities to learn: an ethnographic study of knowledge construction in a bilingual third-grade classroom. Discourse Processes, 19, 75–110. Vogt, L., Jordan, C., and Tharp, R. (1987). Explaining school failure, producing school success: two cases. Anthropology and Education Quarterly, 19, 276–86. Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press. Watson-Gegeo, K., and Boggs, S. (1977). From verbal play to talk story: the role of routines in speech events among Hawaiian children. In S. Ervin–Tripp and C. Mitchell–Kernan (eds), Child Discourse (pp. 67–90). New York: Academic Press. Wells, G. (1993). Reevaluating the IRF sequence: a proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education, 5:1, 1–38. Wertsch. J. (1991). Voices of the Mind. Cambridge, MA: Harvard University Press.
- Page 488 and 489: 466 Nancy Ainsworth-Vaughn Power in
- Page 490 and 491: 468 Nancy Ainsworth-Vaughn Roter, D
- Page 492 and 493: 470 Suzanne Fleischman 24 Language
- Page 494 and 495: 472 Suzanne Fleischman concerned wi
- Page 496 and 497: 474 Suzanne Fleischman Since the di
- Page 498 and 499: 476 Suzanne Fleischman language phy
- Page 500 and 501: 478 Suzanne Fleischman PAST MEDICAL
- Page 502 and 503: 480 Suzanne Fleischman conditions,
- Page 504 and 505: 482 Suzanne Fleischman Chapter 7 of
- Page 506 and 507: 484 Suzanne Fleischman a “balance
- Page 508 and 509: 486 Suzanne Fleischman The conceptu
- Page 510 and 511: 488 Suzanne Fleischman 4.4 Medicine
- Page 512 and 513: 490 Suzanne Fleischman vs., e.g. *h
- Page 514 and 515: 492 Suzanne Fleischman Even within
- Page 516 and 517: 494 Suzanne Fleischman context in i
- Page 518 and 519: 496 Suzanne Fleischman Consequently
- Page 520 and 521: 498 Suzanne Fleischman Charon, R. (
- Page 522 and 523: 500 Suzanne Fleischman Lambo, T. (1
- Page 524 and 525: 502 Suzanne Fleischman Amsterdam an
- Page 526 and 527: 504 Carolyn Temple Adger methods co
- Page 528 and 529: 506 Carolyn Temple Adger 14 Katie:
- Page 530 and 531: 508 Carolyn Temple Adger American s
- Page 532 and 533: 510 Carolyn Temple Adger engages ma
- Page 534 and 535: 512 Carolyn Temple Adger to educati
- Page 536 and 537: 514 Carolyn Temple Adger NOTES 1 Tr
- Page 540 and 541: 518 Charlotte Linde 26 Narrative in
- Page 542 and 543: 520 Charlotte Linde studies is what
- Page 544 and 545: 522 Charlotte Linde discourse. Howe
- Page 546 and 547: 524 Charlotte Linde microfiche and
- Page 548 and 549: 526 Charlotte Linde Table 26.1 Occa
- Page 550 and 551: 528 Charlotte Linde 4.4 Artifacts A
- Page 552 and 553: 530 Charlotte Linde This is a silen
- Page 554 and 555: 532 Charlotte Linde 7 Conclusion Wi
- Page 556 and 557: 534 Charlotte Linde Goodwin, Charle
- Page 558: Discourse and Intercultural Communi
- Page 561 and 562: Discourse and Intercultural Communi
- Page 563 and 564: Discourse and Intercultural Communi
- Page 565 and 566: Discourse and Intercultural Communi
- Page 567 and 568: Discourse and Intercultural Communi
- Page 569 and 570: Discourse and Intercultural Communi
- Page 571 and 572: Discourse and Gender 549 (3) identi
- Page 573 and 574: Discourse and Gender 551 volumes re
- Page 575 and 576: Discourse and Gender 553 both withi
- Page 577 and 578: Discourse and Gender 555 4 The Fiel
- Page 579 and 580: Discourse and Gender 557 identities
- Page 581 and 582: Discourse and Gender 559 The notion
- Page 583 and 584: Discourse and Gender 561 6 Conclusi
- Page 585 and 586: Discourse and Gender 563 Eckert, Pe
- Page 587 and 588: Discourse and Gender 565 Sexuality.
<strong>Discourse</strong> in Educational Settings 517<br />
Rosebery, A., Warren, B., and Conant, F.<br />
(1992) Appropriating scientific<br />
discourse: findings from language<br />
minority classrooms. Journal <strong>of</strong> the<br />
Learning Sciences, 2, 61–94.<br />
Schlegel, J. (1998). Finding words, finding<br />
means: collaborative learning and<br />
distributed cognition. In S. B. Hoyle<br />
and C. T. Adger (eds), Kids Talk:<br />
Strategic Language Use in Later<br />
Childhood (pp. 187–204). New York:<br />
Oxford University Press.<br />
Scollon, R., and Scollon, S. (1981).<br />
Narrative, Literacy and Face in<br />
Interethnic Communication. Norwood,<br />
NJ: Ablex.<br />
Shultz, J., Florio, S., and Erickson, F. (1982).<br />
“Where’s the floor?”: aspects <strong>of</strong> social<br />
relationships in communication at<br />
home and at school. In P. Gilmore<br />
and A. Glatthorn (eds), Children In<br />
and Out <strong>of</strong> School: Ethnography and<br />
Education (pp. 88–123). Washington,<br />
DC: Center for Applied Linguistics.<br />
Shuy, R. W., and Griffin, P. (1981). What<br />
do they do any day: studying<br />
functional language. In W. P. Dickson<br />
(ed.), Children’s Oral Communication<br />
Skills (pp. 271–86). New York:<br />
Academic Press.<br />
Sinclair, J., and Coulthard, R. M. (1975).<br />
Towards an <strong>Analysis</strong> <strong>of</strong> <strong>Discourse</strong>.<br />
London: Oxford University Press.<br />
Tannen, D. (1984). Conversational Style:<br />
Analyzing Talk Among Friends.<br />
Norwood, NJ: Ablex.<br />
Tannen, D. (1993). What’s in a frame?<br />
Surface evidence for underlying<br />
expectations. In D. Tannen (ed.),<br />
Framing in <strong>Discourse</strong> (pp. 14–56).<br />
New York: Oxford University<br />
Press.<br />
Tharp. R. G. (1997). From At-risk to<br />
Excellence: Research, <strong>The</strong>ory, and<br />
Principles for Practices. University <strong>of</strong><br />
California, Santa Cruz: Center for<br />
Research on Education, Diversity and<br />
Excellence.<br />
Tharp, R., and Gallimore, R. (1988).<br />
Rousing Minds to Life: Teaching,<br />
Learning, and Schooling in Social<br />
Context. Cambridge: Cambridge<br />
University Press.<br />
Tuyay, S., Jennings, L., and Dixon,<br />
C. (1995). Classroom discourse<br />
and opportunities to learn: an<br />
ethnographic study <strong>of</strong> knowledge<br />
construction in a bilingual third-grade<br />
classroom. <strong>Discourse</strong> Processes, 19,<br />
75–110.<br />
Vogt, L., Jordan, C., and Tharp, R. (1987).<br />
Explaining school failure, producing<br />
school success: two cases.<br />
Anthropology and Education Quarterly,<br />
19, 276–86.<br />
Vygotsky, L. S. (1978). Mind in Society.<br />
Cambridge, MA: Harvard University<br />
Press.<br />
Watson-Gegeo, K., and Boggs, S. (1977).<br />
From verbal play to talk story: the<br />
role <strong>of</strong> routines in speech events<br />
among Hawaiian children. In S.<br />
Ervin–Tripp and C. Mitchell–Kernan<br />
(eds), Child <strong>Discourse</strong> (pp. 67–90).<br />
New York: Academic Press.<br />
Wells, G. (1993). Reevaluating the IRF<br />
sequence: a proposal for the<br />
articulation <strong>of</strong> theories <strong>of</strong> activity and<br />
discourse for the analysis <strong>of</strong> teaching<br />
and learning in the classroom.<br />
Linguistics and Education, 5:1, 1–38.<br />
Wertsch. J. (1991). Voices <strong>of</strong> the Mind.<br />
Cambridge, MA: Harvard University<br />
Press.