This book draws on extensive research to provide a ground-breaking
new account of the relationship between dialogue and children's
learning development. It closely relates the research findings to
real-life classrooms, so that it is of practical value to teachers
and students concerned that their children are offered the best
possible learning opportunities.
The authors provide a clear, accessible and well-illustrated
case for the importance of dialogue in children's intellectual
development and support this with a new and more educationally
relevant version of socio-cultural theory, which explains the
fascinating relationship between dialogues and learning. In
educational terms, a sociocultural theory that relates social,
cultural and historical processes, interpersonal communication and
applied linguistics, is an ideal way of explaining how school
experience helps children learn and develop.
By using evidence of how the collective construction of
knowledge is achieved and howengagement in dialogues shapes
children's educational progress and intellectual development, the
authors provide a text which is essential for educational
researchers, postgraduate students of education and teachers, and
is also of interest to many psychologists and applied
linguists.
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