Talking to Learn

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Pauline Jones (University of Wollongong, Australia) Jennifer Hammond (University of Technology Sydney, Australia)

Talking to Learn

Pauline Jones (University of Wollongong, Australia), Jennifer Hammond (University of Technology Sydney, Australia)

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English

Routledge
30 June 2020

Literacy strategies; Teaching skills & techniques

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.

Edited by: Pauline Jones (University of Wollongong Australia), Jennifer Hammond (University of Technology Sydney, Australia)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 246mm, Width: 174mm,
Weight: 453g
ISBN: 9780367588717
ISBN 10: 0367588714
Pages: 146
Publication Date: 30 June 2020
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Active

Pauline Jones is an Associate Professor of Language in Education at the University of Wollongong, Australia. She teaches in the areas of educational semiotics, English curriculum, and pedagogic discourse. Her research focuses on the role of dialogue in schooling as well as in professional practice around literacy pedagogy. Jennifer Hammond is an Honorary Associate Professor in the Faculty of Arts and Social Sciences at the University of Technology Sydney, Australia. Her research interests are in literacy development, classroom interaction, and the implications of sociocultural and systemic theories of language and learning in EAL education.