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.
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