Preface
Sources
Introduction
PART 1: CONCEPTUALISING CHANGING PERSPECTIVES
1. John Willinsky: Introducing the New Literacy
2. Nigel Hall: The Emergence of Literacy
3. David Buckingham: Media Education: The Limits of a Discourse
PART 2: LANGUAGE AND LEARNING IN CULTURE AND PRACTICE
4. L.S. Vygotsky: Extracts from Thought and Language and Mind in Society
5. Jerome Bruner: From Communicating to Talking
6. Barbara M. Mayor: What Does It Mean to Be Bilingual?
7. Neil Mercer: Neo-Vygotskian Theory and Classroom Education
PART 3: THE DISCOURSE OF READING PEDAGOGY
8. Martin Turner: Sponsored Reading Failure
9. Barry Stierer: 'Simply Doing their Job?' The Politics of Reading Standards and 'Real Books'
PART 4: THE PRACTICE OF TALK IN CLASSROOMS
10. Maggie MacLure: Talking in Class: Four Rationales for the Rise of Oracy in the UK
11. Eunice Fisher: Distinctive Features of Pupil-Pupil Classroom Talk and Their Relationship to Learning: How Discursive Exploration Might be Encouraged
12. Joan Swann: What Do We Do About Gender?
13. Derek Edwards and Neil Mercer: Communication and Control
14. Anne Haas Dyson: The Value of 'Time Off Task': Young Children's Spontaneous Talk and Deliberate Text
15. Harry Torrance: Talk and Assessment
PART 5: THE PRACTICE OF WRITING IN CLASSROOMS
16. J.R. Martin, Frances Christie and Joan Rothery: Social Processes in Education: A Reply to Sawyer and Watson (and others)
17. Myra Barrs: Genre Theory: What's It All About?
18. Pam Gilbert: Authorizing Disadvantage: Authorship and Creativity in the Language Classroom
19. John Richmond: What Do We Mean by Knowledge About Language?
20. Marlene Scardamalia and Carl Bereiter: Development of Dialectical Processes in Composition