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Dialogic Inquiry
monograph
Author(s):
Gordon Wells
Publication date
(Online):
2009
Publisher:
Cambridge University Press
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KOME: An International Journal of Pure Communication Inquiry
Author and book information
Book
ISBN:
9780511605895
Publication date (Print):
1999
Publication date (Online):
2009
DOI:
10.1017/CBO9780511605895
SO-VID:
76a167d3-0172-410e-a5b5-0d10c02f6f88
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Book chapters
pp. ix
Conventions of Transcription
pp. xi
Introduction
pp. 3
The Complementary Contributions of Halliday and Vygotsky to a “Language-based Theory of Learning”
pp. 51
In Search of Knowledge
pp. 98
Discourse and Knowing in the Classroom
pp. 135
Text, Talk, and Inquiry: Schooling As Semiotic Apprenticeship
pp. 167
Putting a Tool to Different Uses: A Reevaluation of the IRF Sequence
pp. 209
From Guessing to Predicting: Progressive Discourse in the Learning and Teaching of Science
pp. 231
Using the Tool-kit of Discourse in the Activity of Learning and Teaching
pp. 267
Making Meaning with Text: A Genetic Approach to the Mediating Role of Writing
pp. 293
On Learning With and From Our Students
pp. 313
The Zone of Proximal Development and Its Implications for Learning and Teaching
pp. 335
A Social Constructivist Model of Learning and Teaching
pp. 337
Categories for the Analysis of Discourse
pp. 339
References
pp. 371
Title in the series
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