000			04475nam a22007695i 4500
001			227790
003			IT-RoAPU
005			20221214235003.0
006			m|||||o||d||||||||
007			cr || ||||||||
008			220424t20162016enk fo d z eng d
020			_a9781783096213 _qprint
020			_a9781783096220 _qPDF
024	7		_a10.21832/9781783096220 _2doi
035			_a(DE-B1597)9781783096220
035			_a(DE-B1597)491415
035			_a(OCoLC)1007774583
040			_aDE-B1597 _beng _cDE-B1597 _erda
050		4	_aP95.455.D473 2016eb
072		7	_aEDU009000 _2bisacsh
082	0	4	_a401/.4
084			_aonline - DeGruyter
245	0	0	_aDialogic Pedagogy : _bThe Importance of Dialogue in Teaching and Learning / _ced. by David Skidmore, Kyoko Murakami.
264		1	_aBristol ; _aBlue Ridge Summit : _bMultilingual Matters, _c[2016]
264		4	_c©2016
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	0		_aNew Perspectives on Language and Education
505	0	0	_tFrontmatter -- _tContents -- _tContributors -- _t1. Dialogic Pedagogy: An Introduction -- _t2. Dialogism and Education -- _t3. Vygotsky and Dialogic Pedagogy -- _t4. The Conceptions of 'Dialogue' Offered by Bohm and Buber: A Critical Review -- _t5. Classroom Discourse: A Survey of Research -- _t6. Pedagogy and Dialogue -- _t7. The Small Group Writing Conference as a Dialogic Model of Feedback -- _t8. Giving Learners a Voice: A Study of the Dialogic 'Quality' of Three Episodes of Teacher-Learner Talk-in-interaction in a Language Classroom -- _t9. Authoritative Versus Internally Persuasive Discourse -- _t10. Once More With Feeling: Utterance and Social Structure -- _t11. How Prosody Marks Shifts in Footing in Classroom Discourse -- _t12. Prosodic Chopping: A Pedagogic Tool to Signal Shifts in Academic Task Structure -- _t13. Claiming Our Own Space: Polyphony in Teacher-Student Dialogue -- _tAppendix: Conversation Analysis Conventions Used for Data Transcription -- _tIndex
506	0		_arestricted access _uhttp://purl.org/coar/access_right/c_16ec _fonline access with authorization _2star
520			_aThis 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.
530			_aIssued also in print.
538			_aMode of access: Internet via World Wide Web.
546			_aIn English.
588	0		_aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 24. Apr 2022)
650		0	_aCommunication in education.
650		0	_aConversation analysis.
650		0	_aDialogue analysis.
650		0	_aPedagogical content knowledge.
650		7	_aEDUCATION / Educational Psychology. _2bisacsh
653			_aDialogic pedagogy .
653			_aDialogism.
653			_aDialogue .
653			_aDiscourse analysis.
653			_aEducational psychology.
653			_aLanguage development.
653			_aLanguage education.
653			_aLiteracy .
653			_aPedagogy .
653			_aProsody .
653			_aSociocultural learning theory.
700	1		_aBrinn, Michelle _eautore
700	1		_aDaniels, Harry _eautore
700	1		_aEsiyok, Julie Margaret _eautore
700	1		_aKremer, Jean Baptiste _eautore
700	1		_aMurakami, Kyoko _eautore _ecuratore
700	1		_aSkidmore, David _eautore _ecuratore
700	1		_aZhao, Xin _eautore
850			_aIT-RoAPU
856	4	0	_uhttps://doi.org/10.21832/9781783096220
856	4	0	_uhttps://www.degruyter.com/isbn/9781783096220
856	4	2	_3Cover _uhttps://www.degruyter.com/document/cover/isbn/9781783096220/original
942			_cEB
999			_c227790 _d227790