The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective

by Paul Seedhouse, Richard F. Young (Series Editor)

Winner of the MLA Kenneth W. Mildenberger Prize 2005 This monograph provides a model of the organisation of L2 classroom interaction and a practical methodology for its analysis. The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom; this relationship is the foundation of its context-free architecture.

280 pages, Paperback

First published October 8, 2004

Reviews

[Diane · Rating 5 out of 5]

One of the research books that inspired my dissertation study of classroom interaction, and how I think about ways to show evidence of comprehension, engagement, and less directly, language, pragmatics, and interactional development of language learners. Also shows the means by which teachers can treat even limited proficiency learners as interactional partners.

Pages 62-65 changed how I wanted to research classroom interaction, because I saw in Seedhouse's use of Conversation Analysis a way to show the complexity possible in language learners' interacting with their teacher and classmates, if you look turn by turn instead of merely counting who speaks and for how many words. I found similar examples in the three classrooms I observed of novice-level students and their teachers collaboratively developing interaction.