Classroom Discourse

期刊简介：Classroom Discourse is an international, peer reviewed journal that provides a forum in which research from language and education disciplines can be combined. The Journal focuses on research that considers discourse and interaction in settings where activity is deliberately organised to promote learning. While most papers focus on the discourse of classrooms, others report research in more informal, naturalistic settings in which, while learning is certainly still taking place, it is not occurring in the typical and ‘traditional’ space of a classroom. Examples might include online tutorials, peer-peer interactions of work-in-progress, and dialogues between ‘trainer and trainee’ in a workplace context. In order to deal with the range of phenomena identified in the Journal’s wide interpretations of both ‘classroom’ and ‘discourse’, contributions are invited from across the range of theoretical perspectives and research methods. Thus, articles are welcomed which use such perspectives as ethnomethodology, conversation analysis, discursive psychology, multimodal analysis, systemic functional linguistics, genre theory, studies on ‘voice’, identity studies, critical discourse analysis (CDA), sociocultural theory, cultural-historical activity theory, communities of practice, linguistic ethnography and linguistic anthropology, and poststructuralist discourse analysis. The Journal invites contributions from researchers working in any educational setting, in any subject, at any educational level, anywhere in the world. Work reporting on international and inter-disciplinary research is especially welcome. Peer Review Policy : All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

【译文】Classroom Discourse 是一份国际同行评审期刊，提供了一个将语言和教育学科的研究结合起来的论坛。该杂志重点关注在故意组织活动以促进学习的环境中考虑话语和互动的研究。虽然大多数论文关注的是课堂话语，但其他论文则报道了在更非正式、自然主义环境中的研究，在这些环境中，虽然学习肯定仍在发生，但它并不是发生在典型的“传统”课堂空间中。示例可能包括在线教程、正在进行的工作的同行互动以及工作场所中“培训师和受训者”之间的对话。为了处理该杂志对“课堂”和“话语”的广泛解释中确定的一系列现象，邀请来自不同理论视角和研究方法的贡献。因此，欢迎使用民族方法论、对话分析、话语心理学、多模态分析、系统功能语言学、体裁理论、“声音”研究、身份研究、批判性话语分析（CDA）、社会文化理论、文化历史活动理论、实践共同体、语言民族志和语言人类学以及后结构主义话语分析等视角的文章。该杂志邀请在世界任何地方、任何教育环境、任何学科、任何教育水平工作的研究人员做出贡献。特别欢迎有关国际和跨学科研究的工作报告。同行评审政策：本期刊的所有研究文章都经过严格的同行评审，基于最初的编辑筛选和至少两名匿名审稿人的匿名审稿。