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This book makes Relevance Theory (RT) relevant for L2 teachers and L2 teacher educators, in particular those working in foreign language teaching contexts. L2 classroom discourse data collected in seven research projects in the years 1984 – 2004 are reinterpreted in this book in the light of Relevance Theory - a theory of interpretation of the incoming messages. In this perspective the teachers’ input for instructed L2 learners facilitates shifts in the learners’ attention from meaning to form and vice versa. Such shifts of attention, according to Relevance Theory, change the level of expected optimal relevance of classroom communication, either focusing the students on form-oriented communication (accuracy), on meaning-oriented communication (fluency) or on meaning and form-oriented communication (fluency combined with accuracy). The latter is considered optimal for L2 learning/acquisition. Apart from the main focus on the relevance-theoretic interpretation of the teachers’ input, the book presents an overview of other theoretical approaches to the question of input for instructed L2 learners: the SLA approach, the communicative L2 teaching perspective, and the L2 classroom discourse approach.

Discourse analysis. --- Language and languages --- Second language acquisition --- Discourse analysis --- Language and education --- Languages & Literatures --- Philology & Linguistics --- Study and teaching --- Language and education. --- Second language acquisition. --- Study and teaching. --- Discourse grammar --- Text grammar --- Educational linguistics --- Second language learning --- Foreign language study --- Semantics --- Semiotics --- Education --- Language acquisition --- Language schools --- Language and languages Study and teaching --- L2 acquisition. --- L2 classroom discourse. --- L2 learners. --- L2 learning. --- L2 teachers. --- Relevance Theory. --- SLA. --- Second Language Acquisition. --- classroom communication. --- classroom discourse. --- input in SLA.

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This book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research. The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students' future opportunities and well-being. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum content is recontextualised into concrete teaching practices in the context of a standards-based curriculum. Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice.

Educational equalization. --- EDUCATION / Curricula --- EDUCATION / Teaching Methods & Materials / General --- Educational equality --- Educational equity --- Educational inequality --- Equal education --- Equal educational opportunity --- Equality of education --- Equalization, Educational --- Equity, Educational --- Inequality, Educational --- Opportunity, Equal educational --- Education --- Affirmative action programs in education --- Aims and objectives --- assessment in practice --- classroom discourse --- concepts of knowledge --- democracy --- standards based curriculum --- Transnational policy --- teaching content

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Christian Reading shifts the assumption that study of the Bible must be about the content of the Bible or aimed at confessional projects of religious instruction. Blossom Stefaniw focuses on the lesson transcripts from the Tura papyri, which reveal verbatim oral classroom discourse, to show how biblical texts were used as an exhibition space for the traditional canon of general knowledge about the world. Stefaniw demonstrates that the work of Didymus the Blind in the lessons reflected in the Tura papyri was similar to that of other grammarians in late antiquity: articulating the students' place in time, their position in the world, and their connection to their heritage. But whereas other grammarians used revered texts like Homer and Menander, Didymus curated the cultural patrimony using biblical texts: namely, the Psalms and Ecclesiastes. By examining this routine epistemological and pedagogical work carried out through the Bible, Christian Reading generates a new model of the relationship of Christian scholarship to the pagan past.

Greek language --- Manuscripts, Greek (Papyri) --- Grammar --- History --- Didymus, --- Bible. --- Criticism, interpretation, etc. --- History. --- biblical texts. --- christ. --- christianity. --- church. --- confessional projects. --- connection to heritage. --- cultural patrimony. --- didymus the blind. --- ecclesiastes. --- exhibition space. --- general knowledge about the world. --- god. --- grammarians. --- homer. --- late antiquity. --- menander. --- oral classroom discourse. --- place and time. --- position in the world. --- psalms. --- religion. --- religious instruction. --- study of the bible. --- traditional canon. --- tura papyri.

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"Uncovered in 1941 near Cairo, the Tura papyri brought to light numerous works attributed to Didymus the Blind, including commentaries and grammatical lessons on the Psalms and Ecclesiastes. Previously thought to reflect exercises in exegesis or instruction in virtue, the lessons include 300 authentic student questions, demonstrating that grammar in late antiquity was based not on Homer or Menander, but on the Old Testament. Blossom Stefaniew argues that these lessons constitute an unusual instance of non-confessional reading and study of the Bible, directed at conveying general knowledge of the linguistic, moral, physical and social orders to young people. Grammar was about knowledge of the general order of things, not only how to read and speak well, but how to behave properly and know what is appropriate. Didymus's work epitomizes this transformation of education and civic culture, raising a claim that language, comportment, and common sense were governed by a Christian order. By reanalyzing the paradigms of religion and pedagogy, Christian Reading intervenes in existing scholarship by focusing on the history of Christianity as part of the history of reading, study, and scholarship"--Provided by publisher.

Greek language --- Manuscripts, Greek (Papyri) --- 276 =75 DIDYMUS CAECUS ALEXANDRINUS --- Classical languages --- Indo-European languages --- Classical philology --- Greek philology --- 276 =75 DIDYMUS CAECUS ALEXANDRINUS Griekse patrologie--DIDYMUS CAECUS ALEXANDRINUS --- 276 =75 DIDYMUS CAECUS ALEXANDRINUS Patrologie grecque--DIDYMUS CAECUS ALEXANDRINUS --- Griekse patrologie--DIDYMUS CAECUS ALEXANDRINUS --- Patrologie grecque--DIDYMUS CAECUS ALEXANDRINUS --- Grammar --- History --- Didymus, --- Didymus Alexandrinus --- Didymus Caecus Alexandrinus --- Didyme l'aveugle --- Didymus de Blinde --- Didymus van Alexandrie --- Didymus the Blind --- Dídimo, --- Didimo, --- Didyme, --- Didymos, --- Bible. --- Antico Testamento --- Hebrew Bible --- Hebrew Scriptures --- Kitve-ḳodesh --- Miḳra --- Old Testament --- Palaia Diathēkē --- Pentateuch, Prophets, and Hagiographa --- Sean-Tiomna --- Stary Testament --- Tanakh --- Tawrāt --- Torah, Neviʼim, Ketuvim --- Torah, Neviʼim u-Khetuvim --- Velho Testamento --- Criticism, interpretation, etc. --- History. --- Greek language - Grammar - History - To 1500. --- Manuscripts, Greek (Papyri) - Egypt. --- Didymus, - the Blind, - approximately 313-approximately 398. --- biblical texts. --- christ. --- christianity. --- church. --- confessional projects. --- connection to heritage. --- cultural patrimony. --- didymus the blind. --- ecclesiastes. --- exhibition space. --- general knowledge about the world. --- god. --- grammarians. --- homer. --- late antiquity. --- menander. --- oral classroom discourse. --- place and time. --- position in the world. --- psalms. --- religion. --- religious instruction. --- study of the bible. --- traditional canon. --- tura papyri.