Making Meaning in Classrooms through Exploratory Talk Selected Writings on Language and Learning

List of figures

About the author and editors

Acknowledgements

Note of appreciation

Introduction

Prelude: Shall we play the anthropologist? 

Part One: Talking to learn 

Chapter 1  Why talk is important

Chapter 2  ‘The role of talk in learning’

Chapter 3  ‘School knowledge and action knowledge’

Chapter 4  ‘Supporting exploratory talk for learning’

Chapter 5  ‘The politics of oracy’

 

Part Two: Classroom connections 

Chapter 6  ‘The language of instruction’

Chapter 7  The limitations of teacher-directed whole-class ‘discussion’

Chapter 8  Small-group talk including a teacher’s intervention: some success?

 

Part Three: Small-group talk: a study in collaboration 

Chapter 9  ‘Making the recordings’

Chapter 10  ‘Collaboration in the groups’

 

Part Four: Literacy 

Chapter 11  ‘Teachers’ attitudes to written work: transmission and interpretation’

Chapter 12  ‘Reading and writing as social action’

Chapter 13  ‘The ground rules of school writing’

 

Part Five: Curriculum

Chapter 14  Two points of view on the content of the curriculum

Chapter 15  The manifest and the hidden curriculum

Chapter 16  The intended and the effective curriculum

Chapter 17  ‘Studying communication or studying language?’

 

Part Six: Teacher agency 

Chapter 18  ‘The teacher’s control of knowledge’

Chapter 19  ‘The significance of teachers’ frames for teaching’

Chapter 20  ‘Teaching styles’

Chapter 21  Active learning
Chapter 22  The PEEL project — teachers reflecting on their own practice

 

Conclusion

Biography

Douglas Barnes is formerly a Reader in Education at the University of Leeds, UK.

Tony Burgess is formerly a Reader in Education at the UCL Institute of Education, University of London, UK.

John Richmond is a former Visiting Professor at the University of Nottingham, UK.

‘Douglas Barnes is undoubtedly one of the most interesting and influential writers of the past 50 years on language and learning as a key educational movement. This book is a timely and well-curated introduction to his work, as well as being an excellent overview of it. Thoroughly recommended for anyone and everyone attuned to rich classroom practice, learners learning, and curriculum possibility in the 21st century.’
Bill Green, Emeritus Professor of Education, Charles Sturt University, Australia 

‘This impressive collection of writings by Douglas Barnes throughout his career has arrived to inspire a new generation of teachers and teacher educators. The collection will quickly open the eyes of those learning to teach to the complexities of thinking and writing about one’s teaching. All who wish to understand the challenges of teaching will benefit greatly from reading it.’
Tom Russell, Professor Emeritus, Queen’s University, Canada 

‘This book is terrific. It offers us, for the first time, a carefully curated and edited collection of the work of a very important and influential educational researcher.’
Professor Neil Mercer, Oracy Cambridge, Hughes Hall, University of Cambridge