Preface

Sources
Introduction
Conceptualising Changing Perspectives
Introducing the New Literacy p. 1
The Emergence of Literacy p. 15
Media Education: The Limits of a Discourse p. 30
Language and Learning in Culture and Practice
Extracts from Thought and Language and Mind in Society p. 45
From Communicating to Talking p. 59
What Does It Mean To Be Bilingual? p. 74
Neo-Vygotskian Theory and Classroom Education p. 92
The Discourse of Reading Pedagogy
Sponsored Reading Failure p. 111
'Simply Doing their Job?' The Politics of Reading Standards and 'Real Books' p. 128
The Practice of Talk in Classrooms
Talking in Class: Four Rationales for the Rise of Oracy in the UK p. 139
Distinctive Features of Pupil-Pupil Classroom Talk and Their Relationship to p. 157
Learning: How Discursive Exploration Might be Encouraged
What Do We Do About Gender? p. 176
Communication and Control p. 188
The Value of 'Time Off Task': Young Children's Spontaneous Talk and Deliberate Text p. 203

Talk and Assessment p. 223

The Practice of Writing in Classrooms
Social Processes in Education: A Reply to Sawyer and Watson (and others) p. 232
Genre Theory: What's It All About? p. 248
Authorizing Disadvantage: Authorship and Creativity in the Language Classroom p. 258
What Do We Mean by Knowledge About Language? p. 277
Development of Dialectical Processes in Composition p. 295
Index p. 310
Table of Contents provided by Blackwell's Book Services and R.R. Bowker. Used with permission.