Researching classroom interaction: a student guide

Abstract

The book Researching Classroom Discourse: A Student Guide , by J. Jenks is a welcome addition to a growing body of studies that sheds light on the complex nature of classroom discourse (CD). The book in particular appeals to novice researchers writing theses/academic papers on CD, including step-by-step guidance for understanding the research process along with reflective questions and discourse examples. Comprising eight chapters, the book is grouped into three parts, (1) Planning, (2) Analysing, and (3) Understanding and Reporting. Such an approach is useful as the earlier chapters pave the way to the upcoming ones. Part I, which familiarises readers with the theoretical and empirical issues related to CD and discourse analysis, consists of two chapters. The first chapter provides a holistic approach to understanding CD, addressing the concepts of ‘classrooms’ and ‘discourse’ separately. In the ‘classrooms’ section, the distinction between setting and context as well as the discourse in traditional and nontraditional classrooms are given in light of exemplary studies. In the ‘discourse’ section, putting types of classroom discourse (i.e. discourse actions and orientations to discourse structures) in a figure, the author briefly explains them, supporting with additional readings and references to the upcoming chapters where those issues will be handled more comprehensively. As the book is mostly intended for CD researchers relying on discourse analytic approaches, the chapter continues with a basic explanation of discourse analysis, ‘the study of the relationship between language and the contexts in which it is used’ (McCarthy 1991, 5). The chapter concludes with a research outline, which points to the exact chapters that correlate to the issues raised in the figure, thereby highlighting the cohesion of the whole book. The second chapter scrutinises logistical issues in CD research, including the complexities and challenges of recording and transcribing classroom interaction data. First, practical considerations such as access to data, time, technology, ethics and empirical issues are handled. Then, collection, manage-ment and familiarisation of data are provided. The chapter ends by discussing different types and practices