Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education

Table of contents

• Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education *
• Learning in Doing: Social, Cognitive, and Computational Perspectives *
• Title Page *
• Contents vii
• Conventions of Transcription ix
• Introduction xi
• Part I - Establishing the Theoretical Framework xxi
• 1 - The Complementary Contributions of Halliday and Vygotsky to a “language-Based Theory of Learning” 3
• Notes 49
• 2 - In Search of Knowledge 51
• Notes 93
• 3 - Discourse and Knowing in the Classroom 98
• Notes 131
• Part II - Discourse, Learning, and Teaching 134
• 4 - Text, Talk, and Inquiry: Schooling as Semiotic Apprenticeship 135
• Notes *
• 5 - A Reevaluation of the Irf Sequence 167
• Notes *
• 6 - Progressive Discourse in the Learning and Teaching of Science 209
• Notes *
• 7 - Using the Tool-Kit of Discourse in the Activity of Learning and Teaching 231
• Notes *
• 8 - A Genetic Approach to the Mediating Role of Writing 267
• Notes *
• Part III - Learning and Teaching in the Zpd 291
• 9 - On Learning with and from Our Students 293
• 10 - The Zone of Proximal Development and Its Implications for Learning and Teaching 313
• Notes *
• Appendix I 335
• Appendix II 337
• References 339
• Index of Authors 355
• Index of Subjects 360

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