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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 The (white) ears of Ofsted: a raciolinguistic perspective on the listening practices of the schools inspectorate Cushing, I; Snell, J. - : Cambridge University Press, 2022 BASE Show details 2 Linguistic ethnographic analysis of classroom dialogue Lefstein, A; Snell, J. - : Routledge, 2019 BASE Show details 3 Critical reflections on the role of the sociolinguist in UK language debates Snell, J. - : Cambridge University Press, 2018 BASE Show details 4 Solidarity, stance, and class identities Snell, J. - : Cambridge University Press, 2018 BASE Show details 5 “Low Ability,” Participation, and Identity in Dialogic Pedagogy Snell, J; Lefstein, A. - : SAGE Publications, 2018 BASE Show details 6 Social class Snell, J. - : Routledge, 2018 BASE Show details 7 Enregisterment, indexicality and the social meaning of ‘howay’: dialect and identity in north-east England Snell, J. - : Cambridge University Press, 2017 BASE Show details 8 To what extent does a regional dialect and accent impact on the development of reading and writing skills? Snell, J; Andrews, R. - : Taylor & Francis, 2017 BASE Show details 9 Linguistic ethnographic perspectives on working-class children’s speech: challenging discourses of deficit Snell, J. - : Palgrave Macmillan UK, 2015 BASE Show details 10 Moving from "interesting data" to publishable research article: some interpretive and representational dilemmas in a linguistic ethnographic analysis of an English literacy lesson Snell, J; Lefstein, A. - : Springer, 2015 BASE Show details 11 From moves to sequences: expanding the unit of analysis in the study of classroom discourse Lefstein, A; Snell, J; Israeli, M. - : Wiley, 2015 BASE Show details 12 To what extent does a regional dialect and accent impact on the development of reading and writing skills?: A Report for the BBC Snell, J; Andrews, R. - 2014 BASE Show details 13 Dialect, interaction and class positioning at school: from deficit to difference to repertoire. Snell, J. - : Taylor Francis, 2013 BASE Show details 14 Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience Lefstein, A; Snell, J. - : Wiley, 2013 BASE Show details 15 Classroom discourse: The promise and complexity of dialogic practice Lefstein, A; Gurion, B; Snell, J. - : Cambridge University Press, 2011 Abstract: We estimate that, on average, an English primary teacher poses over 60,000 questions and follows up pupil responses with over 30,000 evaluations in every year of classroom lessons. This talk is shaped by deeply ingrained habits, resulting in part from an estimated 13,000 hours spent as a pupil watching others' teaching practice (Lortie 1975). However, a recent resurgence of interest in classroom discourse among educational researchers and policy makers is focusing attention on patterns of teacher talk. This attention, in turn, is placing demands upon teachers that they transform their talk, making conscious and informed choices about what had heretofore normally been second nature. How should teachers and teacher educators respond to these demands? What do they need to know and understand about classroom discourse? In addressing these questions we review a broad consensus emerging from three decades of research on the topic, according to which (i) the way teachers and pupils talk in the classroom is crucially important, but (ii) the dominant pattern of classroom discourse is problematically monologic, so (iii) it should be replaced with more dialogic models. While we find much merit in this conventional wisdom, in this chapter we also show its limitations, arguing that teaching and classroom interaction are far more complicated and problematic than is typically captured by descriptions of and prescriptions for dialogue. URL: http://eprints.whiterose.ac.uk/86141/ http://eprints.whiterose.ac.uk/86141/1/Lefstein%20Snell%20-%20Classroom%20Discourse%20chapter%20with%20figures%20%28pre-publication%20copy%29.pdf BASE Hide details 16 From sociolinguistic variation to socially strategic stylisation Snell, J. - : Wiley, 2010 BASE Show details 17 United Kingdom scheme for external quality assessment in virology. Part I. General method of operation. Reed, S E; Gardner, P S; Snell, J J. - 1985 BASE Show details 18 Stochastic processes Snell, J. Laurie In: Handbook of mathematical psychology : volume 3, chapters 15-21 (New York, NY, 1965), p. 411-485 MPI für Psycholinguistik Show details

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