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This book examines the place of talk in learning and the role of such talk in literacy education. It builds on a strong tradition of research into the role of talk in constructing curriculum knowledge, the relationship between talking and thinking, and the significance of extended, in-depth dialogic interaction in classroom talk. However, it differs from tradition with its emphasis on the need to make the role of language in learning more visible and more explicit.
This book places particular emphasis on the relationship between dialogic pedagogy and language-based approaches to learning. Contributions range from discussions on educational linguistics and dialogic pedagogy as complementary perspectives to needs of students for whom English is an additional language or dialect.
This volume was originally published as a special issue of Research Papers in Education.
List of contents
Introduction. Talking to learn: dialogic teaching in conversation with educational Linguistics 1. Dialogic space: intersections between dialogic teaching and systemic functional linguistics 2. Writing conversations: fostering metalinguistic discussion about writing 3. The role of dialogic pedagogy in teaching grammar 4. Functional grammar analysis in support of dialogic instruction with text: scaffolding purposeful, cumulative dialogue with English learners 5. Dialogic teaching in the initial teacher education classroom: "Everyone's Voice will be Heard" 6. Working talk: developing a framework for the teaching of collaborative talk
About the author
Pauline Jones is an Associate Professor of Language in Education at the University of Wollongong, Australia. She teaches in the areas of educational semiotics, English curriculum, and pedagogic discourse. Her research focuses on the role of dialogue in schooling as well as in professional practice around literacy pedagogy.
Jennifer Hammond is an Honorary Associate Professor in the Faculty of Arts and Social Sciences at the University of Technology Sydney, Australia. Her research interests are in literacy development, classroom interaction, and the implications of sociocultural and systemic theories of language and learning in EAL education.
Summary
This book examines the place of talk in learning and the role of such talk in literacy education. It looks at the role of talk in constructing curriculum knowledge, the relationship between talking and thinking, and the significance of dialogic interaction in classroom talk. It was published as a special issue of Research Papers in Education<
