The term “classroom discourse,” as used in this review, refers to all
forms of discourse that take place in the classroom. It encompasses
the linguistic as well as the nonlinguistic elements of discourse. The former
includes the language used by the teacher and the learners, as well
as teacher–learner and learner–learner interactions. The latter includes
paralinguistic gestures, prosody, and silence—all of which are integral
parts of the discourse. The linguistic and nonlinguistic elements constitute
the observable dimension of classroom discourse. Studies of classroom
discourse have explored factors that play a critical role in shaping
classroom discourse. These factors pertain to the sociocultural contexts
in which the discourse is generated, including the physical environment,
the socioeconomic and cultural backgrounds of participants, as well as
the psychological dimensions such as their perceptions, emotions,
beliefs, and orientations. They constitute the unobservable dimension
of classroom discourse. Because of the limit of space, this review
focuses on SL/FL classrooms, and makes reference to L1 classroom discourse
research only when it impacts on SL/FL classroom research. |