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.
Table des matières
1. David Skidmore and Kyoko Murakami: Introduction
2. David Skidmore: Dialogism and Education
3. Harry Daniels: Vygotsky and Dialogic Pedagogy
4. Michelle Brinn: Bohm and Buber on Dialogue
5. David Skidmore: Classroom Discourse: A Survey of Research
6. David Skidmore: Pedagogy and Dialogue
7. Julie Esiyok: Small Group Writing Conference
8. Jean Baptiste Kremer: Giving Learners a Voice
9. David Skidmore: Authoritative vs. Internally Persuasive Discourse
10. David Skidmore: Once More with Feeling
11. David Skidmore and Kyoko Murakami: Prosody and Shifts in Footing
12. Xin Zhao, David Skidmore and Kyoko Murakami: Prosodic Chopping
13. David Skidmore and Kyoko Murakami: Claiming our Own Space: Polyphony in Teacher-Student Dialogue
Appendix
A propos de l’auteur
Kyoko Murakami is Associate Professor in the Department of Psychology at the University of Copenhagen, Denmark. Her research interests include social remembering, discursive psychology, cultural psychology, cultural historical activity theory, dialogic pedagogy and social and community psychology.
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