Dialogic Pedagogy

Drawing on a wide range of original sources, the contributing authors to this book provide a very informative and scholarly review of the theoretical foundations of dialogical pedagogy and methods for analysing classroom interaction.

* Neil Mercer, University of Cambridge, UK *

This book puts language as experienced dialogical activity at the center of education. The interplay of improvisation and careful structuring allowing for the openness students and teachers need is beautifully shown. This book is a gift for all scholars and practitioners seeking an alternative approach to learning, development and language itself.

* Marie-Cécile Bertau, University of West Georgia, USA *

If you’re looking for evidence of the importance of talk in student learning then this is the book for you. Drawing on a range of theoretical and empirical sources, it pays close attention to the development of a dialogic pedagogy in teacher-student and student-to-student interactions. Most importantly it reminds us of the importance of prosody, or tone of voice, to the achievement of shared understanding in teacher-student and peer-to-peer interaction.

* Frank Hardman, University of York, UK *

Skidmore and Muramaki’s edited volume is an interesting work on the necessity for teachers to move towards more dialogical pedagogies, which allow for a redistribution of the shared responsibilities within institutional learning situations (...) the theories reviewed, the data analysed and the practices presented, will certainly appeal to| scholars, curriculum developers, language teaching practitioners, teachers’ educators and pre-service language teachers.

-- Jose Ignacio Aguilar Río, Sorbonne Nouvelle-Paris 3 University, France * LINGUIST List 28.27