Dialogicity, Teaching and Learning: Theoretical and Empirical Perspectives : Theoretical and Empirical Perspectives

Asma Al-Mahrouqi

ISBN 10: 3843393052 / ISBN 13: 9783843393058

Editore: LAP LAMBERT Academic Publishing, 2011

Riguardo questo articolo

Gebraucht - Sehr gut SG - leichte Beschädigungen oder Verschmutzungen, ungelesenes Mängelexemplar, gestempelt, Versand Büchersendung - The central focus of this book is the characterisation of classroom talk from the Dialogicity perspective in relation to student learning. It extends the sociocultural tradition in classroom studies by looking not into teaching only or learning only, but by looking into the link between the two processes. The findings advance the field by identifying sub-levels of the Authoritative and Dialogic communicative approaches of Mortimer and Scott (2003), and proposing a model for characterising classroom talk Dialogicity at the theoretical level. Additionally, by using evidence of how students engage in, share control over classroom talk and influence its direction, and how their construction of knowledge and understanding change as the quality of the exchanged talk in their classroom practice change, this research provide empirical findings that are missing from the field. Generally speaking, the book suggests that improving the quality of talk between teachers and learners is of crucial importance if teaching practice is to have a significant influence on learning.

Codice articolo INF1000427122

Dati bibliografici

• Titolo: Dialogicity, Teaching and Learning: Theoretical and Empirical Perspectives : Theoretical and Empirical Perspectives
• Editore: LAP LAMBERT Academic Publishing
• Data di pubblicazione: 2011
• Lingua: Inglese
• ISBN 10: 3843393052
• ISBN 13: 9783843393058
• Rilegatura: Taschenbuch
• Condizione: Sehr gut
• Dimensioni: 220 L x 150 A x 15 P (millimetri) 220 millimetri di larghezza per 150 millimetri di altezza per 15 millimetri di profondità
• Peso: 387 grammi

Descrizione articolo

Riassunto

The central focus of this book is the characterisation of classroom talk from the Dialogicity perspective in relation to student learning. It extends the sociocultural tradition in classroom studies by looking not into teaching only or learning only, but by looking into the link between the two processes. The findings advance the field by identifying sub-levels of the Authoritative and Dialogic communicative approaches of Mortimer and Scott (2003), and proposing a model for characterising classroom talk Dialogicity at the theoretical level. Additionally, by using evidence of how students engage in, share control over classroom talk and influence its direction, and how their construction of knowledge and understanding change as the quality of the exchanged talk in their classroom practice change, this research provide empirical findings that are missing from the field. Generally speaking, the book suggests that improving the quality of talk between teachers and learners is of crucial importance if teaching practice is to have a significant influence on learning.

L'autore

Asma is a new PhD graduate with a diverse education background. She obtained her PhD and MA in Science Education from the University of Leeds, UK. She also has a Special Diploma in Education from the Institute of Arab Research and Studies, Egypt, after gaining a BA in Physics from the Sultan Qaboos University, Oman.