Working talk: developing a framework for the teaching of collaborative talk

FundingThis work was supported by the Economic and Social Research Council and British Telecom (Grant number ES/H024026/1).References

• Alexander, R. 2008. Towards Dialogic Teaching: Rethinking Classroom Talk. Cambridge: Dialogos.
   Google Scholar
• Azmitia, M. 1998. “Peer Interactive Minds: Developmental, Theoretical, and Methodological Issues.” In Learning Relationships in the Classroom, edited by D. Faulkner, K. Littleton, and M. Woodhead, 9–35. London: Routledge.
   Google Scholar
• Bakhtin, M. M. 1986. Speech Genres and Other Late Essays. Austin: University of Texas Press.
   Google Scholar
• Barnes, D., and F. Todd. 1977. Communication and Learning in Small Groups. London: Routledge and Kegan Paul.
   Google Scholar
• Berardi-Coletta, B., L. S. Buyer, R. L. Dominowski, and E. R. Rellinger. 1995. “Metacognition and Problem Solving: A Process-Oriented Approach.” Journal of Experimental Psychology: Learning, Memory, and Cognition 21 (1): 205–223.
   Web of Science ®Google Scholar
• Black, L., and D. Varley. 2008. “Young Children’s Perspectives on Whole Class Discussions.” Education 3–13: International Journal of Primary, Elementary and Early Years 36 (3): 207–221.
   Google Scholar
• Blatchford, P., P. Kutnick, E. Baines, and M. Galton. 2003. “Toward a Social Pedagogy of Classroom Group Work.” International Journal of Educational Research 39: 153–172.10.1016/S0883-0355(03)00078-8
   Google Scholar
• British Educational Research Association. 2011. Revised Ethical Guidelines for Educational Research. London: BERA.
   Google Scholar
• Britton, J. 1970. Language and Learning. Middlesex: Pelican.
   Google Scholar
• Bruner, J. 1986. Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.
   Google Scholar
• Cameron, D. 2011. Metaphor and Reconciliation: The Discourse Dynamics of Empathy in Post-Conflict Conversations. London: Routledge.
   Google Scholar
• Carter, R. 1991. Knowledge about Language in the Curriculum: The LINC Reader. London: Hodder & Stoughton.
   Google Scholar
• Castells, M. 2005. “The Network Society: From Knowledge to Policy.” In The Network Society: From Knowledge to Policy, edited by M. Castells and G. Cordoso, 3–22. Washington, DC: The Centre for Transatlantic Trade.
   Google Scholar
• Cazden, C. B. 2001. Classroom Discourse: The Language of Teaching and Learning. Portsmouth, NH: Heinemann.
   Google Scholar
• Dawes, L., N. Mercer, and R. Wegerif. 2004. Thinking Together: A Programme of Activities for Developing Speaking, Listening and Thinking Skills for Children Aged 8–11. Birmingham, AL: Imaginative Minds Ltd.
   Google Scholar
• Department for Education. 2013. National Curriculum in England: English Programmes of Study. London: Department for Education.
   Google Scholar
• Donnellon, A. 1996. Team Talk: The Power of Language in Team Dynamics. Boston, MA: Harvard Business School Press.
   Google Scholar
• Edexcel. 2010. GCSE English Specification. London: Pearson.
   Google Scholar
• Egan, G., and A. Bailey. 1999. TalkWorks 2: How to Get More out of Life through Conversations. [ S.I.], London, British Telecommunications plc.
   Google Scholar
• Gillies, R. 2003. “Structuring Cooperative Group Work in Classrooms.” International Journal of Educational Research 39 (1–2): 35–49.10.1016/S0883-0355(03)00072-7
   Google Scholar
• Gillies, R., and A. Ashman. 1998. “Behavior and Interactions of Children in Cooperative Groups in Lower and Middle Elementary Grades.” Journal of Educational Psychology 29 (3): 328–347.
   Google Scholar
• Halliday, M. A. K. 1978. Language as Social Semiotic: Social Interpretation of Language and Meaning. London: Open University.
   Google Scholar
• Halliday, M. A. K. 2003. On Language and Linguistics. London: Continuum.
   Google Scholar
• Hammersley, M., and P. Atkinson. 2007. Ethnography: Principles in Practice. 3rd ed. London: Routledge.
   Google Scholar
• Hardman, F., and J. Abd-Kadir. 2010. “Classroom Discourse: Towards a Dialogic Pedagogy.” In The Routledge International Handbook of English, Language and Literacy Teaching, edited by D. Wise, R. Andrews, and J. Hoffman, 254–264. London: Routledge.
   Google Scholar
• Hardy, C., T. B. Lawrence, and N. Phillips. 1998. “Talk and Action: Conversation, Narrative and Action in Interorganizational Collaboration.” In Discourse and Organization, edited by D. Grant, T. Keenoy, and C. Oswick, 65–83. London: Sage.10.4135/9781446280270
   Google Scholar
• Higham, R. J. E., S. Brindley, and J. Van de Pol. 2014. “Shifting the Primary Focus: Assessing the Case for Dialogic Education in Secondary Classrooms.” Language and Education 28 (1): 86–99.10.1080/09500782.2013.771655
   Web of Science ®Google Scholar
• Lambirth, A. 2009. “Ground Rules for Talk: The Acceptable Face of Prescription.” Curriculum Journal 20 (4): 423–435.10.1080/09585170903424971
   Google Scholar
• Lefstein, A. 2010. “More Helpful as Problem than Solution: Some Implications of Situating Dialogue in Classrooms.” In Understanding Dialogues: Understanding and Promoting Productive Interaction, edited by K. Littleton and C. Howe, 170–191. London: Routledge.
   Google Scholar
• LINC Coordinators 1992. Language in the National Curriculum: Materials for Professional Development. Nottingham: Department of English Studies, University of Nottingham.
   Google Scholar
• Littleton, K., and N. Mercer. 2013. Interthinking: Putting Talk to Work. London: Routledge.
   Google Scholar
• Maybin, J. 1991. “Children’s Informal Talk and the Construction of Meaning.” English in Education 25 (2): 34–49.10.1111/j.1754-8845.1991.tb00106.x
   Google Scholar
• Mercer, N. 1996. “The Quality of Talk in Children’s Collaborative Activity in the Classroom.” Learning and Instruction 6 (4): 359–377.10.1016/S0959-4752(96)00021-7
   Google Scholar
• Mercer, N. 2000. Words and Minds. London: Routledge.10.4324/9780203464984
   Google Scholar
• Mercer, N. 2004. “Sociocultural Discourse Analysis: Analysing Classroom Talk as a Social Mode of Thinking.” Journal of Applied Linguistics 1 (2): 137–168.10.1558/japl.2004.1.issue-2
   Google Scholar
• Mercer, N. 2008. “The Seeds of Time: Why Classroom Dialogue Needs a Temporal Analysis.” Journal of the Learning Sciences 17 (1): 33–59.10.1080/10508400701793182
   Web of Science ®Google Scholar
• Mercer, N., and L. Dawes. 2008. “The Value of Exploratory Talk.” In Exploring Talk in Schools, edited by N. Mercer and S. Hodgkinson, 55–72. London: Sage.
   Google Scholar
• Mercer, N., and K. Littleton. 2007. Dialogue and the Development of Children’s Thinking: A Sociocultural Approach. London: Routledge.
   Google Scholar
• Michaels, S., C. O’Connor, and L. B. Resnick. 2008. “Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life.” Studies in Philosophy and Education 27 (4): 283–297.10.1007/s11217-007-9071-1
   Web of Science ®Google Scholar
• Middup, C., T. Coughlan, and P. Johnson. 2010. “How Creative Groups Structure Tasks through Negotiation Resources.” In Proceedings of COOP 2010, edited by M. Lewkowicz, P. Hassanaly, V. Wulf, and M. Rohde, 203–221. London: Springer-Verlag.10.1007/978-1-84996-211-7
   Google Scholar
• Newman, R. M. C. 2015. “‘All in Favour, Say Aye!’ Voting in Pupils’ Collaborative Talk.” Changing English 22 (1): 87–98.10.1080/1358684X.2014.991223
   Web of Science ®Google Scholar
• Nystrand, M. 1997. Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom. New York: Teachers College Press.
   Google Scholar
• Phillips, T. 1992. “Why? The Neglected Question in Planning for Small Group Discussion.” In Thinking Voices: The Work of the National Oracy Project, edited by K. Norman, 148–155. London: Hodder & Stoughton.
   Google Scholar
• Pring, R. 2000. Philosophy of Educational Research. London: Continuum.
   Google Scholar
• Qualifications and Curriculum Authority. 2004. Introducing the Grammar of Talk. London: QCA.
   Google Scholar
• Rommetveit, R. 1979. “On Negative Rationalism in Scholarly Studies of Verbal Communication and Dynamic Residuals in the Construction of Human Intersubjectivity.” In Studies of Language, Thought and Verbal Communication, edited by R. Rommetveit and R. M. Blakar, 147–161. London: Academic.
   Google Scholar
• Schleppegrell, M. 2013. “The Role of Metalanguage in Supporting Academic Language Development.” Language Learning 63 (1): 153–170.10.1111/j.1467-9922.2012.00742.x
   Web of Science ®Google Scholar
• Silverman, D. 1993. Interpreting Qualitative Data: Methods for Analysing Talk, Text and Interaction. London: Sage.
   Google Scholar
• Stokoe, E. H. 2000. “Constructing Topicality in University Students’ Small-Group Discussion: A Conversation Analytic Approach.” Language & Education 14 (3): 184–203.
   Google Scholar
• Stokoe, E. H. 2011. “Simulated Interaction and Communication Skills Training: The ‘Conversation Analytic Role-play Method’.” In Applied Conversation Analysis: Changing Institutional Practices, edited by C. Antaki, 119–139. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Stokoe, E. H. 2013. “The (In)authenticity of Simulated Talk: Comparing Role-played and Actual Conversation and the Implications for Communication Training.” Research on Language and Social Interaction 46 (2): 1–21.
   Web of Science ®Google Scholar
• Storch, N. 2008. “Metatalk in a Pair Work Activity: Level of Engagement and Implications for Language Development.” Language Awareness 17 (2): 95–114.10.2167/la431.0
   Web of Science ®Google Scholar
• Swain, M. 1998. “Focus on Form through Conscious Reflection.” In Focus on Form in Classroom Second Language Acquisition, edited by C. Doughty and J. Williams, 64–84. New York: Cambridge University Press.
   Google Scholar
• Swain, M. 2001. “Integrating Language and Content Teaching through Collaborative Tasks.” In Canadian Modern Language Review. doi:10.3138/cmlr.58.1.44 [accessed September 20, 2015].
   Web of Science ®Google Scholar
• Swain, M., and S. Lapkin. 1995. “Problems in Output and the Cognitive Processes They Generate: A Step towards Second Language Learning.” Applied Linguistics 16: 371–391.10.1093/applin/16.3.371
   Web of Science ®Google Scholar
• Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wegerif, R. 2006. “Dialogic Education: What is it and Why Do We Need it?” Education Review 19 (2): 58–67.
   Google Scholar
• Wegerif, R. 2011. “Towards a Dialogic Theory of How Children Learn to Think.” Thinking Skills and Creativity 6 (3): 179–190.10.1016/j.tsc.2011.08.002
   Web of Science ®Google Scholar
• Wells, G. 2009. The Meaning Makers: Learning to Talk and Talking to Learn. Bristol: Multilingual Matters.
   Google Scholar