Discourse, Learning, and Schooling explores theoretical and methodological relationships between childrens' discourse - or socially used language - and their learning in educational settings. Within the fields of education and psychology, the role that discourse plays in social processes of learning and teaching has emerged as a critical, empirical and theoretical question. Authors in this volume address a range of issues, including literacy, authorship, the construction of self and classroom interaction. The chapters range from research studies of classroom discourse to essays reflecting on discourse and literacies. Collectively these chapters reflect both sociocognitive perspectives on relations between discourse, learning, and schooling, and sociocultural perspectives on discourse and literacies among diverse cultural groups.