Metatalk for a dialogic turn in the first years of schooling
Christine Edwards-Groves, Christina Davidson
Professional Practice, Learning and Education Research Group
The centrality of classroom talk for teaching and learning has been a substantial matter of inquiry for researchers across the globe for many decades. Howe and Abedin's (2013) comprehensive review of 40 years of research focused on classroom talk establishes a strong foundation of influential research investigating the nature and role of talk in teaching for learning. Much of the early work, predominantly emanating from the UK (e.g. Britton, 1970; Barnes, 1976; Edwards & Westgate, 1987) and the US (e.g. Cazden, 1972, 1988; Flanders, 1970; Mehan, 1979), has been largely responsible for steering the direction of research on dialogic education beyond its taken-for-grantedness in pedagogical practice. Motivated by aspirations to understand and promote the efficacy of teaching and learning in lessons across the years of schooling, studies examining the character, influence and improvement of lesson talk and its function in establishing dialogicality have shaped educational practice worldwide. The effort in this field of educational scholarship has typically been to show how language, its structures and processes create the ways institutional talk, itself, creates conditions for educational work to be done; that is to say, education is achieved through cultural-discursive practices that influence the talk practices in schools (Kemmis & Edwards-Groves, 2018). Such classroom talk is also distinctively patterned (Alexander, 2006; Edwards & Westgate, 1987; Flanders, 1970) and noticeably different from home or community-based talk (Wells, 1981).
The Routledge international handbook of research on dialogic education
Neil Mercer, Rupert Wegerif, Louis Major
Abingdon, Oxon
https://doi.org/10.4324/9780429441677-12
Routledge International Handbooks of Education
10.4324/9780429441677-12
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classroom Social Sciences 100%
Teaching Social Sciences 81%
learning Social Sciences 64%
educational practice Social Sciences 61%
education Social Sciences 38%
Edwards-Groves, C., & Davidson, C. (2020). Metatalk for a dialogic turn in the first years of schooling. In N. Mercer, R. Wegerif, & L. Major (Eds.), The Routledge international handbook of research on dialogic education (1 ed., pp. 125-138). (Routledge International Handbooks of Education). Routledge. https://doi.org/10.4324/9780429441677-12
Edwards-Groves, Christine ; Davidson, Christina. / Metatalk for a dialogic turn in the first years of schooling. The Routledge international handbook of research on dialogic education. editor / Neil Mercer ; Rupert Wegerif ; Louis Major. 1. ed. Abingdon, Oxon : Routledge, 2020. pp. 125-138 (Routledge International Handbooks of Education).
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title = "Metatalk for a dialogic turn in the first years of schooling",
abstract = "The centrality of classroom talk for teaching and learning has been a substantial matter of inquiry for researchers across the globe for many decades. Howe and Abedin{\textquoteright}s (2013) comprehensive review of 40 years of research focused on classroom talk establishes a strong foundation of influential research investigating the nature and role of talk in teaching for learning. Much of the early work, predominantly emanating from the UK (e.g. Britton, 1970; Barnes, 1976; Edwards & Westgate, 1987) and the US (e.g. Cazden, 1972, 1988; Flanders, 1970; Mehan, 1979), has been largely responsible for steering the direction of research on dialogic education beyond its taken-for-grantedness in pedagogical practice. Motivated by aspirations to understand and promote the efficacy of teaching and learning in lessons across the years of schooling, studies examining the character, influence and improvement of lesson talk and its function in establishing dialogicality have shaped educational practice worldwide. The effort in this field of educational scholarship has typically been to show how language, its structures and processes create the ways institutional talk, itself, creates conditions for educational work to be done; that is to say, education is achieved through cultural-discursive practices that influence the talk practices in schools (Kemmis & Edwards-Groves, 2018). Such classroom talk is also distinctively patterned (Alexander, 2006; Edwards & Westgate, 1987; Flanders, 1970) and noticeably different from home or community-based talk (Wells, 1981).",
author = "Christine Edwards-Groves and Christina Davidson",
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Edwards-Groves, C & Davidson, C 2020, Metatalk for a dialogic turn in the first years of schooling. in N Mercer, R Wegerif & L Major (eds), The Routledge international handbook of research on dialogic education. 1 edn, Routledge International Handbooks of Education, Routledge, Abingdon, Oxon, pp. 125-138. https://doi.org/10.4324/9780429441677-12
Metatalk for a dialogic turn in the first years of schooling. / Edwards-Groves, Christine; Davidson, Christina.
The Routledge international handbook of research on dialogic education. ed. / Neil Mercer; Rupert Wegerif; Louis Major. 1. ed. Abingdon, Oxon : Routledge, 2020. p. 125-138 (Routledge International Handbooks of Education).
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Edwards-Groves C, Davidson C. Metatalk for a dialogic turn in the first years of schooling. In Mercer N, Wegerif R, Major L, editors, The Routledge international handbook of research on dialogic education. 1 ed. Abingdon, Oxon: Routledge. 2020. p. 125-138. (Routledge International Handbooks of Education). https://doi.org/10.4324/9780429441677-12