In this paper, we report on an international collaborative project designed to address the professional development needs of Vietnamese teachers for the implementation of Content and Language Integrated Learning (CLIL). We collected data on a group of CLIL Vietnamese teachers and leaders through online interviews. Drawing on Cultural-Historical…

This paper defines the notion of "dialogic local space" and highlights its importance to teaching and learning. A dialogic local space values multiple local realities as it invites us to listen to, take up, and have confidence in our own local everyday and personal realities, and to listen to, consider, and respond to other local…

Sociocultural theory and constructionists propose that language learning is a socially and culturally mediated process, and they emphasize on social interaction. This study examines the amount of students' exposure to the school language to account for the link between English-medium policies in low-fee English-medium schools and children's…

Taking broadly sociocultural or sociolinguistic perspectives, the five contributions to this special issue investigate various aspects of the co-construction of knowledge, as this is manifested in K-16 classrooms in Canada, the United Kingdom, and the United States. While the authors of these papers address different educational settings, student…

Drawing on recent developments in dialogic approaches to learning and teaching, I examine the roots of dialogic meaning-making as a concept in classroom practices. Developments in the field of dialogic pedagogy are reviewed and the case for dialogic engagement as an approach to classroom interaction is considered. The implications of dialogic…

This paper explores what happens when bilingual learners come together to play a board game specially designed to facilitate an interactive context in which the learning of English as a second or additional language is promoted. An example of the interactive behaviour of one group of bilingual learners is then presented in order to illustrate such…

Much research on reading and writing in schools continues to focus on individual cognitive skills. In contrast, investigations of literacy-learning in out-of-school settings have often taken a socio-cultural perspective, situating reading and writing in social relations and cultural institutions. The last 20 years have seen a proliferation of…