Reflective practice is central to teacher education and development， yet it is something that many teachers struggle with. Can reflective practice be
refocused by asking teachers to place classroom interaction and discourse at the centre of their reflections?In this accessible textbook， Steve Walsh explains why it is essential to put an understanding of classroom discourse at the centre of any second language teacher education programme， whether it is a formal programme under the guidance of a teacher educator or a more informal.self-directed programme of teacher development. He argues that in order to improve their professional practice， language teachers need to gain a detailed， up-close understanding of their local context by focusing on the complex relationship between teacher language， classroom interaction and learning. In order to do this， he revisits and reconceptualises the notion of reflective practice by giving teachers appropriate tools which allow them to reflect on and improve their professional practice.This thought-provoking book not only stimulates debate on classroom discourse and reflective practice， but also contains practical exercises and advice， which will be invaluable to both new and experienced language teachers as well as to researchers in applied linguistics.
List of Abbreviations
1 Introduction
1．1 Teachers as researchers
1．2 L2 teacher education and sociocultural theory
1．3 Teacher development and classroom discourse
1．4 Challenges for teachers andlearners
1．5 Overview ofthe book
2 Classroom discourse： an overview
2．1 Discourse and discourse analysis
2．2 Features ofclassroom discourse
2．3 TheIRF exchange structure
2．4 Summary
3 Classroominteractionalcompetence
3．1 Interactionalcompetence
3．2 Classroom interactional competence
3．3 CIC and teacher development
3．4 Summary
4 SETT： self-evaluation ofteacher talk
4．1 Context and contexts
4．2 The SETT framework
4．3 SETT and teacher development
4．4 Summary
5 Researching classroom drscourse
5．1 Recording， transcription and ethics
5．2 Interaction analysis， discourse analysis， conversation analysis
5．3 Corpus-basedapproaches
5．4 CLCA： corpus linguistics and conversation analysis
5．5 Summary
6 Reflective practice revisited
6．1 Definitions ofRP
6．2 The problems ofRP
6．3 Reflective practice revitalised
6．4 Summary
7 Conclusion
7．1 Current perspectives on classroom discourse
7．2 Teacher development： current issues and future directions
Commentaries on Tasks
Transcription System
References
Index
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