Abstract
This article traces two phases of development in classroom interaction analysis research over the past nine decades, from the early roots (1930–1960s) to the developments from the 1970s to the present. The article presents telling cases that are designed to make visible how different logics of inquiry guiding particular lines of inquiry have led to different understandings of the complex relationships of classroom interactions and the situated nature of learning(s). The telling cases identify lines of inquiry that framed the field of the study of teaching, present contrastive analyses of instruments for observing classroom interactions, and provide descriptions of paradigms that move from the study of teaching to the study of the situated nature of the discursive construction of teaching-learning relationships. By presenting these telling cases, we make visible how the different lines of inquiry conceptualized the relationship of classroom interactions to the situated nature of learning.
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Green, J.L., Joo, J. (2017). Classroom Interaction, Situated Learning. In: Wortham, S., Kim, D., May, S. (eds) Discourse and Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02243-7_1
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