Seeing 'language and development' play out in classroom interaction

Appleby, RJ

Seeing 'language and development' play out in classroom interaction

Appleby, RJ

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Publisher:: John Wiley & Sons
Publication Type:: Chapter
Citation:: The handbook of classroom discourse and interaction, 2015, 1, pp. 475 - 489 (14)
Issue Date:: 2015-04-24

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Field	Value	Language
dc.contributor.author	Appleby, RJ https://orcid.org/0000-0003-4491-347X	en_US
dc.contributor.editor	Markee, N	en_US
dc.date.issued	2015-04-24	en_US
dc.identifier.citation	The handbook of classroom discourse and interaction, 2015, 1, pp. 475 - 489 (14)	en_US
dc.identifier.isbn	9781118531129	en_US
dc.identifier.uri	http://hdl.handle.net/10453/35523
dc.description.abstract	This chapter explores classroom interaction in the context of international development programs. The first part of the chapter presents a critical perspective on international development as a context for classroom interaction. From a critical perspective, development contexts—characterised by poverty, conflict, and international intervention—can be understood as domains for the workings of power and knowledge. Development contexts are seen to establish hierarchies at macro and micro levels: between donor and host nations, between provider and recipient organisations, and between teachers and students in the development classroom. Each of these parties may have different visions of development, and these visions may entail different expectations about whose interests and priorities will prevail in the language classroom. The second part of the chapter examines the ways in which these characteristics of development are played out in classroom interactions by examining a series of ethnographic accounts from a language and development program in postcolonial Timor Leste. These accounts of classroom interaction demonstrate how that different understandings of development are brought into the classroom, and point to the unfolding workings of power in classroom relationships. The chapter closes with a critical review of recent research in the arena of classroom practices in language and international development programs	en_US
dc.publisher	John Wiley & Sons	en_US
dc.relation.ispartof	The handbook of classroom discourse and interaction	en_US
dc.relation.isbasedon	10.1002/9781118531242	en_US
dc.title	Seeing 'language and development' play out in classroom interaction	en_US
dc.type	Chapter
utslib.location	UK	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	2004 Linguistics	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	UK	en_US
pubs.publication-status	Published	en_US

Abstract:

This chapter explores classroom interaction in the context of international development programs. The first part of the chapter presents a critical perspective on international development as a context for classroom interaction. From a critical perspective, development contexts—characterised by poverty, conflict, and international intervention—can be understood as domains for the workings of power and knowledge. Development contexts are seen to establish hierarchies at macro and micro levels: between donor and host nations, between provider and recipient organisations, and between teachers and students in the development classroom. Each of these parties may have different visions of development, and these visions may entail different expectations about whose interests and priorities will prevail in the language classroom. The second part of the chapter examines the ways in which these characteristics of development are played out in classroom interactions by examining a series of ethnographic accounts from a language and development program in postcolonial Timor Leste. These accounts of classroom interaction demonstrate how that different understandings of development are brought into the classroom, and point to the unfolding workings of power in classroom relationships. The chapter closes with a critical review of recent research in the arena of classroom practices in language and international development programs

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http://hdl.handle.net/10453/35523