From a cognitivist theory stance, domain-specific subject knowledge is necessary for deep learning and cognitive advance. What opportunities for deep learning and cognitive advance are provided in geography classrooms? This analysis of teaching in geography classrooms is framed by the concepts of deep learning, pedagogic discourse, and a…

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…

This paper investigates the discoursal strategies of four teachers in providing feedback to student responses in English classrooms in Xi'an, People's Republic of China. The findings indicate that the teachers provide positive feedback for students English learning in various ways, including using the most common strategies such as accepting,…

This article describes a detailed analysis of knowledge building in a problem-based learning group. Knowledge building involves increasing the collective knowledge of a group through social discourse. For knowledge building to occur in the classroom, the teacher needs to create opportunities for constructive discourse in order to support student…

Focuses on whether teachers' enabling styles in talking with young pupils depends on supportive strategies on teacher's part or whether any more specific teacher discourse-moves can be identified as productive. Analyzes one extended recording in which the teacher talks with a group of 5-year olds for approximately 30 minutes. Conclusions are drawn…

Current approaches to oral assessment of English in English secondary schools tend to concentrate more on "confidence" and "participation" than on the quality of children's thinking. This undermines the rich possibilities in classroom talk for cognitive development. Behavioural assessment approaches deny the essentially…

Presents a case study of a middle school mathematics teacher using a discourse-oriented teaching method for a three-year period. Demonstrates how the teacher provided both analytic scaffolding (help in structuring mathematical ideas) and social scaffolding (help in establishing norms for social behavior). Finally, highlights parallels between…