Methodology in the analysis of classroom discourse 2002 (original) (raw)

This commentary provides a methodological comparison of ethnography of communication (EC), conversation analysis (CA), and systemic-functional linguistics (SFL) as they relate to classroom discourse. It acknowledges the complexity and hybrid nature of applied linguistics, highlighting how methodological differences can impact the analysis of classroom interactions. The authors express concern regarding the adequacy of their commentary in light of revisions made to the focal papers and the need for constructive, inclusive classroom environments.