Abstract

Classroom discourse research has always been central to educational research. As Cazden (2001) pointed out, the basic purpose of schools is achieved through communication. By studying discursive activities in the classroom, researchers gain insights into the complex and dynamic relationships between discourse, social practices, and learning. An ethnographic approach to L1 (first language) classroom discourse studies was first adopted in the 1960s. However, the use of this approach in L2 (second language) classroom discourse studies is a relatively recent development. This chapter provides a brief account of the nature of ethnography and of the characteristics of ethnographic approaches to classroom discourse, along with a discussion of the major themes that have emerged in the studies so far and some of the issues that the field needs to address.