TY  - BOOK
AU  - Brinn,Michelle
AU  - Daniels,Harry
AU  - Esiyok,Julie Margaret
AU  - Kremer,Jean Baptiste
AU  - Murakami,Kyoko
AU  - Skidmore,David
AU  - Zhao,Xin
TI  - Dialogic Pedagogy: The Importance of Dialogue in Teaching and Learning 
T2  - New Perspectives on Language and Education
SN  - 9781783096213
AV  - P95.455.D473 2016eb 
U1  - 401/.4 
PY  - 2016///]
CY  - Bristol, Blue Ridge Summit : 
PB  - Multilingual Matters, 
KW  - Communication in education
KW  - Conversation analysis
KW  - Dialogue analysis
KW  - Pedagogical content knowledge
KW  - EDUCATION / Educational Psychology
KW  - bisacsh
KW  - Dialogic pedagogy
KW  - Dialogism
KW  - Dialogue
KW  - Discourse analysis
KW  - Educational psychology
KW  - Language development
KW  - Language education
KW  - Literacy
KW  - Pedagogy
KW  - Prosody
KW  - Sociocultural learning theory
N1  - Frontmatter --; Contents --; Contributors --; 1. Dialogic Pedagogy: An Introduction --; 2. Dialogism and Education --; 3. Vygotsky and Dialogic Pedagogy --; 4. The Conceptions of 'Dialogue' Offered by Bohm and Buber: A Critical Review --; 5. Classroom Discourse: A Survey of Research --; 6. Pedagogy and Dialogue --; 7. The Small Group Writing Conference as a Dialogic Model of Feedback --; 8. Giving Learners a Voice: A Study of the Dialogic 'Quality' of Three Episodes of Teacher-Learner Talk-in-interaction in a Language Classroom --; 9. Authoritative Versus Internally Persuasive Discourse --; 10. Once More With Feeling: Utterance and Social Structure --; 11. How Prosody Marks Shifts in Footing in Classroom Discourse --; 12. Prosodic Chopping: A Pedagogic Tool to Signal Shifts in Academic Task Structure --; 13. Claiming Our Own Space: Polyphony in Teacher-Student Dialogue --; Appendix: Conversation Analysis Conventions Used for Data Transcription --; Index; restricted access; Issued also in print
N2  - This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher-student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse
UR  - https://doi.org/10.21832/9781783096220
UR  - https://www.degruyter.com/isbn/9781783096220
UR  - https://www.degruyter.com/document/cover/isbn/9781783096220/original
ER  -