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Media type:
E-Book
Title:
Dialogic Pedagogy
:
The Importance of Dialogue in Teaching and Learning
Contains:
Frontmatter -- ; Contents -- ; Contributors -- ; 1. Dialogic Pedagogy: An Introduction -- ; 2. Dialogism and Education
/ Skidmore, David --
3. Vygotsky and Dialogic Pedagogy
/ Daniels, Harry --
4. The Conceptions of ‘Dialogue’ Offered by Bohm and Buber: A Critical Review
/ Brinn, Michelle --
5. Classroom Discourse: A Survey of Research
/ Skidmore, David --
6. Pedagogy and Dialogue
/ Skidmore, David --
7. The Small Group Writing Conference as a Dialogic Model of Feedback
/ Esiyok, Julie Margaret --
8. Giving Learners a Voice: A Study of the Dialogic ‘Quality’ of Three Episodes of Teacher–Learner Talk-in-interaction in a Language Classroom
/ Kremer, Jean Baptiste --
9. Authoritative Versus Internally Persuasive Discourse
/ Skidmore, David --
10. Once More With Feeling: Utterance and Social Structure
/ Skidmore, David --
11. How Prosody Marks Shifts in Footing in Classroom Discourse
/ Skidmore, David / Murakami, Kyoko --
12. Prosodic Chopping: A Pedagogic Tool to Signal Shifts in Academic Task Structure
/ Zhao, Xin / Skidmore, David / Murakami, Kyoko --
13. Claiming Our Own Space: Polyphony in Teacher–Student Dialogue
/ Skidmore, David / Murakami, Kyoko --
Appendix: Conversation Analysis Conventions Used for Data Transcription -- ; Index
Footnote:
In English
Mode of access: Internet via World Wide Web
Description:
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.