Exploring Differences in Perspectives on Microanalysis of Classroom Discourse

Contributions and Concerns

Bibliographic Data

ID22872147
AuthorsJudith Green (0000-0002-3379-6733, corresponding author), J L Green
Year2002
Volume23
Issue3
Pages393-406
Publication date2002-09-01
Open AccessNo
TypeARTICLE
VenueApplied Linguistics (JOURNAL)
Journal identifiersISSN: 0142-6001 • E-ISSN: 1477-450X
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1093/applin/23.3.393
OpenAlexW2036021432
LanguageEN
Citations received7

In the past four decades, a rich body of traditions has developed, providing those researching language from an applied linguistics framework opportunities to select approaches that best address their particular questions. This can also be viewed as problematic. How can we understand what difference these differences in approaches make to the development of knowledge about language and other social phenomena? The importance of these articles can be seen in the critical discourse they stimulate. They are part of a growing body of work making visible theory-method relationships and how differences in these relationships are consequential for what can be, and is known, within a particular field. The articles focus on a common set of questions permitting readers to read contrastively across articles with differing goals, data sets and analytic traditions. We view each of the articles, and the collection itself, as a telling case (Mitchell 1984) that helps us to understand the theoretical perspectives, objects of study, analytic practices, and applications of these three traditions, thus enabling an understanding of what can and cannot be studied through each. The issue is not which is best, but what each contributes and what could not be known without that particular perspective.

Linguistics · Microanalysis · Pedagogy · Sociology · Chemistry · Discourse Analysis in Language Studies · Philosophy · Psychology

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