This book examines the place of talk in learning and the role of
such talk in literacy education. It builds on a strong tradition of
research into the role of talk in constructing curriculum
knowledge, the relationship between talking and thinking, and the
significance of extended, in-depth dialogic interaction in
classroom talk. However, it differs from tradition with its
emphasis on the need to make the role of language in learning more
visible and more explicit. This book places particular emphasis on
the relationship between dialogic pedagogy and language-based
approaches to learning. Contributions range from discussions on
educational linguistics and dialogic pedagogy as complementary
perspectives to needs of students for whom English is an additional
language or dialect. This volume was originally published as a
special issue of Research Papers in Education.
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