Bridging Discourses in the ESL Classroom examines the interactions between
learners and teachers in a content-based classroom. It aims to identify
patterns of discourse which support both second language development and
curriculum learning, and the pedagogical contexts in which they occur.
These interactional patterns are bridging discourses in that they build on
the everyday language and prior experiences of the student in the process
of developing the specialised academic registers of school. The study
examines the use of these bridging discourses in two case study classrooms
to show how they offer affordances for learning.
This book puts forward an innovative new approach to the analysis of
classroom discourse. Drawing on systemic functional linguistics and
sociocultural theory, it argues that the significance of classroom talk for
second language development can only be understood when it is examined
within its situational, historical and sociocultural context. The book is
recommended for academics and postgraduates researching applied linguistics