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 inform
al, 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.
