HONG KONG INSTITUTE OF EDUCATION
Course Outline
Part I
Programme Title : Bachelor of Education (Honours) (English Language) (Five-year
Full-time) Primary
Bachelor of Education (Honours) (English Language) (Five-year
Full-time) Secondary
Course Title
: Classroom Discourse Analysis
Course code
: ENG 3266
Department
: English Language Education
Credit Points
:3
Contact Hours
: 39
Pre-requisite(s) : Written and Spoken Discourse for ELT
Medium of Instruction: English
Level
:3
For Second Major (English Language): Not available
For Minor (English Language): Not available
Part II
1. Synopsis:
This course builds on previous knowledge covered in the Written and Spoken Discourse for
ELT course and focuses on analysing discourse features in second/foreign language classroom
contexts. Through analysing the linguistic and functional characteristics of classroom talk and
its sequential structures, students will explore the dynamics and potential of classroom
interactions, and their impacts on pedagogical effectiveness in a diversity of classroom contexts.
2. Course Intended Learning Outcomes (CILOs)
Upon successful completion of this course, students will be able to:
CILO1
demonstrate an extended understanding of the relationship
between linguistic structures and functional purposes of
language use in classroom contexts; [PILO1 (SK1) & PILO4 (SPK1)]
CILO2
demonstrate a better understanding of how classroom
discourse features impact on teaching and learning in a
second language classroom; [PILO1 (SK1) & PILO5 (SPK2)]
CILO3
identify the implications of inter-textual influences on
classroom discourse and student learning.[PILO1 (SK1) & PILO8 (GC2)]
3. Course Intended Language Learning Outcomes (CILLOs)
Upon successful completion of this course, students will be able to:
CILLO1
apply accurate, appropriate and clear classroom language
for interaction and instruction purposes. [PILO3 (SK3)]
4. Content, CILOs and Teaching & Learning Activities
Course Content
CILOs/CILLOs
Function of Language in the Classroom

Speech acts and sequential structures
(IRF & variations) in classroom
discourse;

Linguistic and functional categories of
classroom discourse:

Informing, eliciting, directing, feedback,
explaining, managing contingency.
Analysing discourse in instructional
conversation

Examine through the use of audio/ video
clips the issue of: how to convey terms/
jargons in subject knowledge (SK)
modules to primary/ secondary students
in classroom teaching;
CILO1,2
CILLO1
Classroom discourse and student learning

Linguistics and functional categories of
classroom
discourse:
scaffolding,
modifications, comprehensible input,
negotiation of input & interaction;

Explore teachers’ choice of words in
facilitating interaction and other issues of
language learning for their target group
of students.
Input and Interaction

Turn allocation & turn taking;

Social conventions of turn taking;

Cultural factor in students’ participation
& identity construction.
CILO1, 2
CILO1, 3
CILO1, 3
Suggested Teaching
& Learning Activities
Lecture Input;
Workshop: analyze
transcripts some
English language
classes;
Online learning
activities
Lecture Input;
Workshop: watch or
review audio/ video
clips in some English
language classes;
Group PPT
presentations;
Online learning
activities
Lecture Input;
Workshop: analyze
transcripts some
English language
classes; Group PPT
presentations;
Online learning
activities
Lecture Input;
Workshop: analyze
transcripts some
English language
classes; Group PPT
presentations;
Online learning
activities
5. Assessment
Assessment Tasks
Weighting (%)
a. A portfolio of 2 essay tasks demonstrating
mastery of the discourse concepts
introduced in the course and application of
the concepts in classroom/education
settings. The word limit of each essay is
1500.
Essay 1: 50%
Essay 2: 50%
CILOs/CILLOs
CILO1, 2,3
CILLO1
6. Required Text(s)
Tsui, A.B.M. (1995). Introducing Classroom Interaction. London: Penguin.
7. Recommended Readings
Alexander, R.J. (2006). Towards Dialogic Teaching: Rethinking Classroom Talk. Cambridge:
Dialogos. 3rd ed.
Beck, I.L., McKeown, M.G., Hamilton, R.L & Kucan, L. (1997). Questioning the Author: An
Approach for Enhancing Student Engagement with Text. Newark: International Reading
Association.
Berry, R.A. W. & Englert, C.S. (2005). Designing conversation: book discussions in a primary
inclusion classroom. Learning Disability Quarterly, 28 (1), pp. 35 – 58.
Bloome, D., Carter, S.P., Christian, B.M., Otto, S., Shuart-Faris, N. (2005). Discourse Analysis and
the Study of Classroom Language and Literacy Events. New Jersey: LEA.
Brown, G. & Wragg, E.C. (1993). Questioning. [with transcriptions]London: Routledge.
Burbules, N.C. (1993). Dialogue in Teaching: Theory and Practice. New York teachers College
Press.
Ciardiello, A.V. (2007). Puzzle Them First! Motivating Adolescent Readers with Question-Finding.
Newark: International Reading Association.
Edwards, A.D., & Westgate, D.P.G. (1994). Investigating Classroom Talk (2nd ed.). London: The
Falmer press.
Godinho, S. (2008). Helping your Pupils to Ask Questions. Abingdon: Routledge.
Hall, J. K. (2001). Methods for Teaching Foreign Languages: Creating a Community of Learners in
the Classroom. New Jersey: Merrill Prentice Hall.
Haroutunian-Gordon, S. (2009). Learning to Teach through Discussion: The Art of Turning the Soul.
New Haven: Yale University Press.
Hicks, D. (1996). Discourse, Learning and Schooling. Cambridge: Cambridge University Press.
Johnson, K.J. (1995). Understanding Communication in Second Language Classrooms. New York:
Cambridge University Press. Kurhila, S. (2006). Second Language Interaction. Amsterdam: John
Benjamins.
Kumpulainen, K. & Wray, D. (2002). Classroom Interaction and Social Learning: From Theory to
Practice. London: Routledge.
Lynch, T. (1996). Communication in the Language Classroom. Oxford: Oxford University Press.
Mackey, A. & Polio, C. (2009) Multiple Perspectives on Interaction: Second Language Research in
Honor of Susan M.Gass. New York: Routledge.
Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA:
Harvard University Press.
McMahon, S.I., Raphael, T.E., Goatley, V.J. & Pardo, L.S. (1997). (eds.) The Book Club
Connection: Literacy Learning and Classroom Talk. New York: Teachers College Press.
Minstry of Education. (2003). Effective Literacy Practice in Years 1 – 4 [with transcriptions].
Wellington, New Zealand: Learning Media Limited.
Nassaji, H. & Wells, G. (2000). What’s the use of ‘triadic dialogue? An investigation of
teacher-student interaction. Applied Linguistics, 21 (3), pp. 376 – 406.
O’Connor, C. & M.S. (2007). When is dialogue ‘dialogic’. Human Development, 50, pp. 275 – 285.
Sinclair, J., & Coulthard, M. (1975). Towards an Analysis of Discourse: The Language of Teachers
and Pupils. Oxford: Oxford University Press.
Skidmore, D. (2000) From pedagogical dialogue to dialogical pedagogy. Language and Education,
14 (4), pp. 283 – 296.
Skidmore, D. (2006) Pedagogy and dialogue. Cambridge Journal of Education, 36 (4), pp. 503 –
514.
Van der Linden, J. & Renshaw, P. (2004) (eds.). Dialogic Learning: Shifting Perspectives to
Learning, Instruction and Teaching. Dordrecht: Kluwer Academic Publishers.
Walsh, S. (2006) Investigating Classroom Discourse. London: Routledge.
Wells, G. (1993). Reevaluating the IRF sequence: A Proposal for the articulation of theories of
activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and
Education, 5 (1), pp. 1 – 37.
Wells, G. (1999). Language and Education: Reconceptualizing education as dialogue. Annual
Review of Applied Linguistics, 19, pp. 135 – 155.
Wells, G. (1999). Dialogic inquiry: towards a sociocultural practice and theory of education. New
York: Cambridge University Press.
Wells, G & Arauz, R.M. (2006). Dialogue in the classroom. The Journal of the Learning Sciences,
15 (3), pp. 379 – 428.
Wells, G. (2007). Semiotic mediation, dialogue and the construction of knowledge. Human
Development, 50, pp. 244 – 274.
Wells, G. (2007). The Mediating role of discoursing in activity. Mind, Culture and Activity, 14 (3),
pp. 1 – 18.
Wragg, E.C. (2001). Explaining in the Secondary School. London: Routledge/Falmer.
Wragg, E.C. (2001). Questioning in the Secondary School. London: Routledge/Falmer.
8. Related Web Resources
He, A. & Walker, L. (2004). Corpus of English Language Teaching (CELT). Hong Kong: The
Hong Kong Institute of Education. (for restricted use at the English Language Centre, HKIEd)
(The corpus has two accompanying handbooks: (1) Using a Corpus of Secondary School
Classroom Language: a user's guide with sample tasks; (2) Using Corpus in Classrooms: a
user's guide with sample tasks (for primary level).)
Hong Kong Education City, Video Library of Teacher-Student Interaction:



http://www.hkedcity.net/teacher/teachertv/play.phtml?program_id=154
http://www.hkedcity.net/teacher/teachertv/play.phtml?program_id=284
http://www.hkedcity.net/teacher/teachertv/play.phtml?program_id=3
9. Related Journals
Classroom Teaching, Discourse Processes, Discourse & Society, Discourse Studies, Journal of
Classroom Interaction, The NATE Classroom and Thinking Classroom