Bridging Discourses in the ESL Classroom examines the interactions between learners and teachers in the language classroom. It aims to identify patterns of discourse which enable second language development but also support the learning of curriculum knowledge. These patterns are 'bridging discourses' in that they combine the everyday language used by the student, with the specialised language of the academic register.
This book puts forward an innovative new theory of classroom discourse analysis, influenced by the work of Halliday and Vygotsky. It is recommended for academics and postgraduates researching applied linguistics and education.
Gibbons presents a compelling argument for teachers to be critically aware of their own language uses, as they enable collaborative dialogues with and amongst their students. For teachers, researchers and students in linguistics and education, this book is an invaluable resource.
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