References
- Alexander, R. J.2008. Towards Dialogic Teaching: Rethinking Classroom Talk. 4th ed. York: Dialogos.
- Alexander, R. J.2010. “Speaking but Not Listening. Accountable Talk in an Unaccountable Context.” Literacy44 (3): 103–111. doi:10.1111/j.1741-4369.2010.00562.x.
- Atkinson, M., and J.Heritage. 1999. “Jefferson’s Transcript Notation.” In The Discourse Reader, edited by A.Jaworski, and N.Coupland, 158–166. London: Routledge.
- Beach, W. A.1995. “Conversation Analysis: ‘Okay’ as a Clue for Understanding Consequentiality.” In The Consequentiality of Communication, edited by S. J.Sigman, 121–161. Hillsdale, NJ: Lawrence Erlbaum.
- Boyd, M. P., and W. C.Markarian. 2015. “Dialogic Teaching and Dialogic Stance: Moving beyond Interactional Form.” Research in the Teaching of English49 (3): 272–295. doi:10.1080/09500782.2011.597861.
- Cazden, C.2001. Classroom Discourse: The Language of Teaching and Learning. 2nd ed.Portsmouth, NH: Heinemann.
- Davidson, C.2007. “Routine Encounters during Independent Writing: Explicating Taken-for-Granted Interaction.” Language and Education21 (6): 473–486. doi:10.2167/le699.0.
- Davidson, C.2010. “Transcription Matters: Transcribing Talk and Interaction to Facilitate Conversation Analysis of the Taken-for-Granted in Young Children’s Interaction.” Journal of Early Childhood Research8 (2): 115–131.
- Davidson, C.2015. “Don’t Tell Him Just Help Him”: Restricted Interactional Activity during a Classroom Writing Lesson.” In Producing and Managing Restricted Activities: Avoidance and Withholding in Institutional Interaction: Studies in Conversation Analysis, edited by F.Chevalier and J.Moore, 385–437. Amsterdam; Philadelphia, PA: John Benjamins.
- Edwards-Groves, C.2014. “Talk Moves: A Repertoire of Practices for Productive Classroom Dialogue.” PETAA Paper195: 1–12.
- Edwards-Groves, C., M.Anstey, and G.Bull. 2014. Classroom Talk: Understanding Dialogue, Pedagogy and Practice. Newtown: Primary English teaching Association Australia.
- Edwards-Groves, C., and C.Davidson. 2017. Becoming a Meaning Maker: Talk and Interaction in the Dialogic Classroom. Newtown: Primary English Teaching Association Australia.
- Freebody, P., C.Ludwig, and S.Gunn. 1995. Everyday Literacy Practices in and out of Schools in Low Socio-Economic Urban Communities: A Descriptive and Interpretive Research Program. Canberra, Australia: Commonwealth Department of Employment, Education and Training.
- Gardner, R.1998. “Between Speaking and Listening: The Vocalisation of Understandings.” Applied Linguistics19 (2): 204–224.doi:10.1093/applin/19.2.204.
- Garfinkel, H.1967. Studies in Ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.
- Hellerman, J.2003. “The Interactive Work of Prosody in the IRF Exchange: Teacher Repetition in Feedback Moves.” Language and Society32: 79–104. doi:10.2307/169241.
- Heritage, J.2012. “Epistemics in Action: Action Formation and Territories of Knowledge.” Research on Language & Social Interaction45 (1): 1–29. doi:10.1080/08351813.2012.646684.
- Hester, S., and D.Francis. 1997. “Reality Analysis in a Classroom Storytelling.” British Journal of Sociology48 (1): 96–112. doi:10.2307/591912.
- Houen, S., S.Danby, A.Farrell, K.Thorpe. 2016. “I Wonder What You Know …”: Teachers Designing Requests for Factual Information.” Teaching and Teacher Education59: 68–78. doi:10.1016/j.tate.2016.02.002.
- Howe, C., and N.Mercer. 2017. “Commentary on the Papers.” Language and Education31 (1): 83–92. doi:10.1080/09500782.2016.1230126.
- Jefferson, G.1972. “Side Sequences.” In Studies in Social Interaction, edited by D.Sudnow, 294–333. New York, NY: Free Press.
- Kapellidi, C.2015. “The Interplay between Agency and Constraint: Some Departures from the Organization of Talk in the Classroom.” Text & Talk35 (4): 453–479. doi:10.1515/text-2015-0012.
- Kemmis, S., R.McTaggart, and R.Nixon. 2014. The Action Research Planner: Doing Critical Participatory Action Research. Singapore: Springer.
- Ko, S.2009. “Multiple-Response Sequences in Classroom Talk.” Australian Review of Applied Linguistics32 (1): 4.1–4.18. doi:10.2104/aral0904.
- Ko, S.2013. Understanding the Dynamics of Classroom Communication. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
- Lyle, S.2008. “Dialogic Teaching: Discussing Theoretical Contexts and Reviewing Evidence from Classroom Practice.” Language and Education22 (3): 222–240. doi:10.2167/le778.0.
- Macbeth, D.2000. “Classrooms as Installations.” In Local Educational Order: Ethnomethodological Studies of Knowledge in Action, edited by S.Hester and D.Francis, 21–71. Amsterdam/Philadelphia, PA: John Benjamins Publishing Company.
- Markee, N.1995. “Teachers’ Answers to Students’ Questions: Problematizing the Issue of Meaning Making.” Issues in Applied Linguistics6: 63–92.
- McElhone, D.2015. “Using Stems and Supported Inquiry to Help an Elementary Teacher Move toward Dialogic Reading Instruction.” Journal of Classroom Interaction50 (2): 156–191.
- McHoul, A. W.1978. “The Organization of Turns at Formal Talk in the Classroom.” Language in Society7 (2): 183–212. doi:10.1017/S0047404500005522.
- Mehan, H.1979. Learning Lessons: Social Organization in the Classroom. Cambridge: Harvard University Press.
- Mehan, H.1985. “The Structure of Classroom Discourse.” In Handbook of Discourse Analysis, edited by T. A.van Dijk, 119–131. London: Academic Press.
- Mercer, N., and L.Dawes. 2014. “The Study of Talk between Teacher and Students, from the 1970s to the 2010s.” Oxford Review of Education40 (4): 430–445. doi:10.1080/03054985.2014.934087.
- Mondada, L.2012. “Embodied and Spatial Resources for Turn-Taking in Institutional Multi-Party Interactions: Participatory Democracy Debates.” Journal of Pragmatics48: 39–68. doi:10.1016/j.pragma.2012.03.010.
- Muhonen, H., H.Rasku-Puttonen, E.Pakarinen, A-M.Poikkeus, and M-K.Lerkkanen. 2016. “Scaffolding through Dialogic Teaching in Early Years Classrooms.” Teaching and Teacher Education55: 143–154. doi:10.1016/j.tate.2016.01.007.
- Sacks, H.1995. Lectures on Conversation/Harvey Sacks; Edited by Gail Jefferson; with an Introduction by Emanuel A. Schegloff. Oxford: Blackwell.
- Sacks, H., E. A.Schegloff, and G.Jefferson. 1974. “A Simplest Systematics for the Organization of Turn-Taking for Conversation.” Language50 (4): 696–735. doi:10.2307/412243.
- Schegloff, E.2007. Sequence Organization in Interaction: A Primer in Conversation Analysis (vol. 1). Cambridge: Cambridge University Press.
- Shor, I., and P.Freire. 1987. A Pedagogy for Liberation: Dialogues on Transforming Education. Basingstoke, England: Macmillan.
- Sinclair, J., and M.Coulthard. 1975. Towards an Analysis of Discourse: The English Used by Teachers and Pupils. London: Oxford University Press.
- Wells, G.1999. Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge, England: Cambridge University Press.
- Willemsen, A., M. N.Gosen, M.van Braak, T.Koole, and K.de Glopper. 2018. “Teachers’ Open Invitations in Whole-Class Discussion.” Linguistics and Education45: 40–49. doi:10.1016/j.linged.2018.03.001.