ABSTRACT
Taking a dialogic approach, this edited book engages in analysis and description of dialogic discourse in a number of different educational contexts, from early childhood to tertiary, with an international team of contributors from Australia, Finland, New Zealand and the United Kingdom. The chapters focus mostly on dialogic face-to-face discourse, with some examples of online interactions, and feature insights from educational linguistics, particularly the work of Michael Halliday.
While the contributors come from a range of theoretical backgrounds, they all share an interest in language in use and engage in close analysis of transcripts of naturally-occurring interaction. Taking inspiration from Alexander and other theorists, they employ a fine-grained and analytic approach to the exploration of their data. The authors make use of the linguistic tools and models of language in society, in order to examine the turn-by-turn unfolding of the interaction. The authors relate their insights from disparate forms of linguistic analysis to elements of Alexander’s (2020) dialogic framework, situating the discourse in its contexts and discussing the pedagogical implications of the linguistic choices at play.
In presenting this work from a range of situations and perspectives, the authors strive to demonstrate how dialogic discourse plays out in educational contexts across the world. The book aims to foster further research in this direction and to inspire educators to explore dialogic discourse for themselves. It will be of interest to a wide audience, including literacy researchers, linguists, teachers and teacher educators, as well as graduate students.
TABLE OF CONTENTS
part 1|32 pages
Theoretical framework
part 2|55 pages
Dialogic pedagogy in Early Childhood contexts
chapter 3|17 pages
Perceiving, labelling and knowing
chapter 5|19 pages
“We're going to do it together”
part 3|50 pages
Dialogic pedagogy in Primary School contexts
chapter 6|18 pages
Dialogicality as embodied multimodal communication in primary schools
chapter 8|15 pages
The changing patterns of classroom interaction
part 4|48 pages
Dialogic pedagogy in Secondary School contexts
chapter 11|16 pages
When monologue isn't
part 5|66 pages
Dialogic pedagogy in Tertiary Education contexts
chapter 15|18 pages
Collaborative knowledge building
part 6|7 pages
Epilogue