2,408
Views
12
CrossRef citations to date
0
Altmetric
Articles

Dialogic space: intersections between dialogic teaching and systemic functional linguistics

References

  • Alexander, R. J. 2001. Culture and Pedagogy: International Comparisons in Primary Education. Oxford: Blackwell.
  • Alexander, R. J. 2008a. Towards Dialogic Teaching: Rethinking Classroom Talk. 4th ed. York: Dialogos.
  • Alexander, R. J. 2008b. Essays on Pedagogy. London: Routledge.
  • Alexander, R. J. 2012. “Improving Oracy and Classroom Talk in English Schools: Achievements and Challenges.” Extended Version of a Presentation given at the DfE Seminar on Oracy, the National Curriculum and Educational Standards, February 20, 2012.
  • Baynham, M. 1993. “Literacy in TESOL and ABE: Exploring Common Themes.” Open Letter 2 (2): 4–16.
  • Boyd, M. O., and W. C. Markarian. 2011. “Dialogic Teaching: Talk in Service of a Dialogic Stance.” Language and Education 25 (6): 515–534.10.1080/09500782.2011.597861
  • Bruner, J. 1983. Child’s Talk: Learning to Use Language. New York: W.W. Norton.
  • Bruner, J. 1990. Acts of Meaning. Cambridge, MA: Cambridge University Press.
  • Christie, F. 2002. Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
  • Christie, F., and B. Derewianka. 2008. School Discourse: Learning to Write across the Years of Schooling. London: Continuum.
  • Christie, F., and J. Martin. 2007. Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives. London: Continuum.
  • Coffin, C. 2006. Historical Discourse: The Language of Time, Cause and Evaluation. London: Continuum.
  • Cummins, J. 2000. Language, Power and Pedagogy: Bilingual Children in the Cross-fire. Clevedon: Multilingual Matters.
  • Cummins, J. 2008. “BICS and CALP: Empirical and Theoretical Status of the Distinction.” In Encyclopedia of Language and Education, Volume 2: Literacy. 2nd ed, edited by B. Street and N. Hornberger, 71–83. New York: Springer Science + Business Media LLC.
  • Derewianka, B. 2011. A New Grammar Companion for Teachers. Sydney: Primary English Teaching Association.
  • Education Queensland. 2002. Productive Pedagogies Classroom Observation Manual. Brisbane: Curriculum Innovation Branch, Education Queensland.
  • Eggins, S. 1994. An Introduction to Systemic Functional Linguistics. London: Pinter.
  • Freeman, D. 2002. “The Hidden Side of the Work: Teaching Knowledge and Learning to Teach. A Perspective from North American Educational Research on Teacher Education in English Language Teaching.” Language Teaching 35: 1–13.
  • Gibbons, P. 2002. Scaffolding Language, Scaffolding Learning: Teaching ESL Children in the Mainstream Classroom. Portsmouth, NH: Heinemann.
  • Gibbons, P. 2008. “‘It Was Taught Good and I Learned a Lot’: Intellectual Practices and ESL Learners in the Middle Years.” Australian Journal of Language and Literacy Special Issue 31 (2): 155–173.
  • Gibbons, P. 2009. Challenging Expectations: Literacy, Intellectual Quality and English Language Learners in the Middle Years. Portsmouth, NH: Heinemann.
  • Halliday, M. A. K. 1978. Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Edward Arnold.
  • Halliday, M. A. K. 1989. Spoken and Written Language. New York, NY: Oxford University Press.
  • Halliday, M. A. K. 1993. “Towards a Language-Based Theory of Learning.” Linguistics and Education 5: 93–116.10.1016/0898-5898(93)90026-7
  • Halliday, M. A. K. 2008. “Three Aspects of Children’s Language: Learning Language, Learning through Language, Learning about Language.” (Original Work Published 1980). In The Language of Early Childhood – M.A.K. Halliday, edited by J. Webster, 308–326. New York: Continuum.
  • Halliday, M. A. K., and R. Hasan. 1989. Language, Context and Text: Aspects of Language in a Social-Semiotic Perspective. Oxford: Oxford University Press.
  • Halliday, M. A. K., and C. M. I. M. Matthiessen. 2004. An Introduction to Functional Grammar. 3rd ed. London: Edward Arnold.
  • Halliday, M. A. K., and C. M. I. M. Matthiessen. 2014. Halliday’s Introduction to Functional Grammar. 4th ed. London: Routledge.
  • Hammond, J. 1990. “Is Learning to Read and Write the Same as Learning to Speak?” In Literacy for a Changing World, edited by F. Christie, 26–53. Melbourne: ACER.
  • Hammond, J. 2008. “Intellectual Challenge and ESL Students: Implications of Quality Teaching Initiatives.” Australian Journal of Language and Literacy Special Issue 31 (2): 128–154.
  • Hammond, J. 2014. “An Australian Perspective on Standards-Based Education, Teacher Knowledge, and Students of English as an Additional Language.” TESOL Quarterly 48 (3): 507–532.10.1002/tesq.173
  • Hammond, J., and P. Gibbons. 2005. “Putting Scaffolding to Work: The Contribution of Scaffolding in Articulating ESL Education.” Prospect Special Issue 20 (1): 6–30.
  • Howe, C., and M. Abedin. 2013. “Classroom Dialogue: A Systematic Review across Four Decades of Research.” Cambridge Journal of Education 43 (3): 325–356.10.1080/0305764X.2013.786024
  • Jones, P., and H. Chen. 2012. “Teachers’ Knowledge about Language: Issues of Pedagogy and Expertise.” Australian Journal of Language and Literacy 35 (2): 147–168.
  • Lemke, J. 1990. Talking Science: Language, Learning and Values. Norwood, NJ: Ablex Publishing Corporation.
  • van Lier, L. 1996. Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. London: Longman.
  • van Lier, L. 2004. The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Dordrecht: Kluwer.10.1007/1-4020-7912-5
  • Luke, A. 2004. “Two Takes on the Critical.” In Critical Pedagogies and Language Learning, edited by B. Norton and K. Toohey, 21–29. Cambridge: Cambridge University Press.10.1017/CBO9781139524834
  • Macken-Horarik, M. 1996. “Literacy and Learning across the Curriculum: Towards a Model of Register of Secondary School Teachers.” In Literacy in Society, edited by R. Hasan and G. Williams, 232–278. New York: Addison Wesley Longman.
  • Macken-Horarik, M., K. Love, and L. Unsworth. 2011. “Grammatics Good Enough for School English in the 21st Century.” Australian Journal of Language and Literacy 34 (2): 9-23.
  • Martin, J. R. 1992. English Text. Amsterdam: John Benjamins.10.1075/z.59
  • Martin, J. R., and K. Maton. 2013. “Cumulative Knowledge-Building in Secondary Schooling: Guest Editors’ Preface.” Linguistics and Education 24 (1): 1–3.10.1016/j.linged.2012.11.003
  • Maybin, J., N. Mercer, and B. Stierer. 1992. “Scaffolding Learning in the Classroom.” In Thinking Voices: The Work of the National Oracy Project, edited by K. Norman, 186–195. Sevenoaks: Hodder & Stoughton.
  • Mercer, N. 1994. “Neo-Vygotskian Theory and Classroom Education.” In Language, Literacy and Learning in Educational Practice, edited by B. Stierer and J. Maybin, 92–110. Clevedon: Multilingual Matters.
  • Mercer, N., L. Dawes, and J. Kleine Staarman. 2009. “Dialogic Teaching in the Primary Science Classroom.” Language and Education 23 (4): 353–369.10.1080/09500780902954273
  • Mercer, N., and K. Littleton. 2007. Dialogue and the Development of Children’s Thinking: A Sociocultural Approach. London: Routledge.
  • Myhill, D. 2006. “Talk, Talk, Talk: Teaching and Learning in Whole Class Discourse.” Research Papers in Education 21 (1): 19–41.10.1080/02671520500445425
  • Myhill, D., and P. Warren. 2005. “Scaffolds or Straitjackets? Critical Moments in Classroom Discourse.” Educational Review 57 (1): 55–69.10.1080/0013191042000274187
  • Newmann, F. M., and Associates. 1996. Authentic Achievement: Restructuring Schools for Intellectual Quality. San Francisco, CA: Jossey-Bass.
  • NSW Department of Education and Training. 2003. Quality Teaching in NSW Public Schools: Discussion Paper. Professional Support and Curriculum Directorate, NSW Department of Education and Training. Accessed September 18, 2015. https://www.det.nsw.edu.au/proflearn/areas/qt/resources.htm
  • Nystrand, M. 1997. Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom. New York: Teachers College Press.
  • Nystrand, M. 2006. “Pedagogy and Dialogue.” Cambridge Journal of Education 36 (4): 503–514.
  • Queensland State Education. 2001. New Basics: The Why, What, How and When of Rich Tasks. The New Basics Project. Queensland State Education. Accessed September 18, 2015. http://education.qld.gov.au/schools/about/assessment.html#newbasics
  • Reddy, M. J. 1979. “The Conduit Metaphor: A Case of Frame Conflict in Our Language about Language.” In Metaphor and Thought, edited by A. Ortony, 284–297. Philadelphia, PA: Cambridge University Press.
  • Saussure, F. 1960. Course in General Linguistics. Translated by W. Baskin. London: Peter Owen.
  • Schleppegrell, M. 2004. The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Erlbaum.
  • Shulman, L. S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–23.10.17763/haer.57.1.j463w79r56455411
  • Skidmore, D. 2006. “Pedagogy and Dialogue.” Cambridge Journal of Education 36 (4): 503–514.10.1080/03057640601048407
  • The National Strategies. undated. “Teaching Speaking and Listening: Background and Context Paper.” Accessed September 18, 2015. http://www.teachfind.com/national-strategies/teaching-speaking-and-listening-background-and-context-paper
  • Unsworth, L., ed. 2011. Multimodal Semiotics: Functional Analysis in Contexts of Education. London: Continuum.
  • Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Processes, edited by M. Cole, V. John-Steiner, S. Scribner, and E. Souberman. Cambridge, MA: Harvard University Press.
  • Watkins, M., G. Lean, G. Noble, and K. Dunn. 2013. Rethinking Multiculturalism. Reassessing Multicultural Education. Project Report Number 1. Sydney: University of Western Sydney, NSW Department of Education and Communities, and NSW Institute of Teachers.
  • Wells, G. 1999. Dialogic Inquiry. Cambridge: Cambridge University Press.10.1017/CBO9780511605895
  • Wiggins, G., and J. McTighe. 2005. Understanding by Design. 2nd ed. Alexandria, VA: ASCD.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.