Talking to Learn: 1st Edition (Hardback) book cover

Talking to Learn

1st Edition

Edited by Pauline Jones, Jennifer Hammond

Routledge

136 pages

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Hardback: 9781138563629
pub: 2018-07-11
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Description

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.

Table of Contents

Introduction. Talking to learn: dialogic teaching in conversation with educational Linguistics Pauline Jones and Jennifer Hammond

1. Dialogic space: intersections between dialogic teaching and systemic functional linguistics Jennifer Hammond

2. Writing conversations: fostering metalinguistic discussion about writing Debra Myhill, Susan Jones and Anthony Wilson

3. The role of dialogic pedagogy in teaching grammar Pauline Jones and Honglin Chen

4. Functional grammar analysis in support of dialogic instruction with text: scaffolding purposeful, cumulative dialogue with English learners Rachel Rennie Klingelhofer and Mary Schleppegrell

5. Dialogic teaching in the initial teacher education classroom: "Everyone's Voice will be Heard" Alyson Simpson

6. Working talk: developing a framework for the teaching of collaborative talk Ruth Newman

About the Editors

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.

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General