Description
Book SynopsisThis 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.
Trade ReviewDrawing on a wide range of original sources, the contributing authors to this book provide a very informative and scholarly review of the theoretical foundations of dialogical pedagogy and methods for analysing classroom interaction.
* Neil Mercer, University of Cambridge, UK *
This book puts language as experienced dialogical activity at the center of education. The interplay of improvisation and careful structuring allowing for the openness students and teachers need is beautifully shown. This book is a gift for all scholars and practitioners seeking an alternative approach to learning, development and language itself.
* Marie-Cécile Bertau, University of West Georgia, USA *
If you’re looking for evidence of the importance of talk in student learning then this is the book for you. Drawing on a range of theoretical and empirical sources, it pays close attention to the development of a dialogic pedagogy in teacher-student and student-to-student interactions. Most importantly it reminds us of the importance of prosody, or tone of voice, to the achievement of shared understanding in teacher-student and peer-to-peer interaction.
* Frank Hardman, University of York, UK *
Skidmore and Muramaki’s edited volume is an interesting work on the necessity for teachers to move towards more dialogical pedagogies, which allow for a redistribution of the shared responsibilities within institutional learning situations (...) the theories reviewed, the data analysed and the practices presented, will certainly appeal to| scholars, curriculum developers, language teaching practitioners, teachers’ educators and pre-service language teachers.
-- Jose Ignacio Aguilar Río, Sorbonne Nouvelle-Paris 3 University, France * LINGUIST List 28.2764 *
Table of Contents1. 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
