Dr Julia Snell
Tutor information is taken from the Module Catalogue
Required readings will be given week by week (and made available electronically), drawing from the references below. Most of the suggested follow-up reading will come from LefStein and Snell (2014). You may want to purchase this book, but there is no requirement to do so. There are copies available in the library.
Lefstein, A. and J. Snell. 2014. Better than best practice : developing teaching and learning through dialogue London: Routledge.
Alexander, R. J. 2005. Towards dialogic teaching: rethinking classroom talk (2nd ed.). Cambridge: Dialogos.
Black, L. 2004. Differential participation in whole-class discussions and the construction of marginalised identities. Journal of Educational Enquiry 5(1), 34-54.
Black, Laura. 2007. Interactive whole class teaching and pupil learning: Theoretical and practical implications. Language and education : an international journal.. 21(4): 271-283.
Cameron, D. 2001. Working with spoken discourse. London: Sage. (Chapter 7 on ‘Sequence and structure: Conversation Analysis’).
Cazden, C. B. 2001. Classroom discourse: the language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.
Dadds, Marion. 2001. The Politics of Pedagogy. Teachers and teaching : theory and practice.. 7(1): 43-58.
Davies, B. & R. Hunt. Classroom Competencies and Marginal Positionings. British journal of sociology of education. 5(3), 389-408.
Duff, P. A. (2004). Intertextuality and hybrid discourses: The infusion of pop culture in educational discourse. Linguistics and education., 14 (3-4), 231-276.
Dyson, A. and G. Smitherman. 2009. The right (write) start: African American language and the discourse of sounding right. Teachers College Record 11: 973-998.
Edwards, A. D., and D. P. G. Westgate. 1994. Investigating classroom talk (Rev. and extended 2nd ed.). London: Falmer.
Ellis, S., E. McCartney, & J. Bourne (eds). 2011. Insight and Impact: Applied linguistics and primary school teaching [electronic resource]. Cambridge: Cambridge University Press.
Giroux, H. A. and R. I. Simon. 1988. Schooling, popular culture, and a pedagogy of possibility. Journal of Education. 170 (1): 9-26.
Godley, A. J., B. D. Carpenter and C. A. Werner. 2007. ‘I’ll speak in proper slang’: Language ideologies in a daily editing activity. Reading research quarterly. ISSN: 0034-0553; 1936-2722 42: 100-131
Graff, N. (2009). Classroom talk: Co constructing a 'difficult student'. Educational research. 51(4), 439-454.
Gutierrez, K. B. Rymes and J. Larson. 1995. Script, Counterscript, and Underlife in the classroom: James Brown versus Brown v. Board of Education. The Harvard educational review. 65 (3): 445-471
Hammersley, M. 1990. An evaluation of two studies of gender imbalance in primary classrooms. British educational research journal.. 16(2): 125-143.
Harris, R. 1995. Disappearing language: Fragments and fractures between speech and writing. In Literacy, language and community publishing : essays in adult education ISBN: 1853592803 (cased); 185359279X, ed. Jane Mace, 118-144. Clevedon: Multilingual Matters.
Harris, D. and J. WIlliams. 2012. The association of classroom interactions, year group and social class. British educational research journal., 38 (3), 373-397.
Harris, Hutchby, I. and Wooffitt, R. 1998. Conversation analysis : principles, practices, and applications. Cambridge: Polity Press. (Chapter 2 on ‘Foundations of Conversation Analysis’).
Jones S and D. Myhill D. 2010.‘Troublesome boys’ and ‘compliant girls’: Gender identity and perceptions of achievement and underachievement. In S. Capel, M. Leask and T. Turner (eds.) Readings for learning to teach in the secondary school : a companion to M level study. London: Routledge, 289-301.
Kamberelis, G. 2001. Producing heteroglossic classroom (micro)cultures through hybrid discourse practice. Linguistics and education., 12 (1), 85-125.
Ladson-Billings, G. 1995. Towards a theory of culturally relevant pedagogy. American Educational Research Journal.. 32: 465-491.
Lefstein, A. & J. Snell. 2011. Classroom discourse: The promise and complexity of dialogic practice. In S. Ellis, E. McCartney, & J. Bourne (eds). Insight and Impact: Applied linguistics and primary school teaching [electronic resource]. Cambridge: Cambridge University Press, 165-185
Marsh, J. (2008). Popular culture in the language arts classroom. In J. Flood, S. B. Heath & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (Vol. 2, pp. 529-536). New York: Lawrence Erlbaum Associates.
Mehan, H. 1979. "What Time Is It, Denise? ": Asking Known Information Questions in Classroom Discourse. Theory Into Practice., 18 (4), 285-294.
Mercer, N. 2000. Words and minds : how we use language to think together. London: Routledge.
Mercer, N., & Littleton, K. 2007. Dialogue and the development of children's thinking : a sociocultural approach. London: Routledge.
Michaels, S., O’Connor, C., & Resnick, L. B. 2008. Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in philosophy and education., 27 (4), 283-297
Moss, G. 2000. Informal literacies and pedagogic discourse. Linguistics and education.. 11(1): 47-64.
Myhill, D. 2002. Bad boys and good girls? Patterns of interaction and response in whole class teaching. British educational research journal. 28 (3), 339-352.
Myhill, D. and S. Jones S. 2006.‘She doesn't shout at no girls’. Cambridge journal of education. 36(1): 63-77.
Myhill, D., Jones, S. M., & Hopper, R. 2006. Talking, listening, learning : effective talk in the primary classroom. Maidenhead: Open University Press.
Nystrand, M., Gamoran, A., Kachur, R., & Prendergast, C. 1997. Opening dialogue : understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press. (Chapter 1)
Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. A. (2003). Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse. Discourse processes., 35 (2), 135-198.
Parry R. L. 2014. Popular culture, participation and progression in the literacy classroom. Literacy.. 48(1): 14-22
Rampton, B. and R. Harris. 2009. Change in urban classroom culture and interaction. In K. Littleton and C. Howe (eds). Educational dialogues : understanding and promoting productive interaction. London: Routledge.
Rex, L. A., & Schiller, L. 2009. Using discourse analysis to improve classroom interaction. New York: Routledge.
Resnick, L. B., C. Asterhan, and S. Clarke (eds). 2015. Socializing intelligence through academic talk and dialogue. American Educational Research Association.
Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse : the English used by teachers and pupils. Oxford University Press: London.
Smith, F., Hardman, F., Wall, K., & Mroz, M. (2004). Interactive whole class teaching in the National Literacy and Numeracy Strategies. British educational research journal., 30 (3), 395-411.
Swann, J. and D. Graddol. 1988. Gender inequalities in classroom talk. English in education.. 22: 48-65.
Walsh, S. 2006. Investigating classroom discourse. Abingdon, Oxon: Routledge.
Williams, A. 1989. Dialect in school written work. In Jenny Cheshire, Viv Edwards, Henk Munstermann and Bert Weltens. Dialect and education : some European perspectives ISBN: 1853590355 (pbk); 1853590363. Clevedon: Multilingual Matters. 182-199.
Williamson, J. 1990. ‘Divven’t wite that, man’: The influence of Tyneside dialect forms on children’s free writing. Educational studies. ISSN: 0305-5698; 1465-3400 16(3): 251-260.
Williamson, J. and F. Hardman. 1997. Those terrible marks of the beast: nonstandard dialect and children's writing. Language and education : an international journal. ISSN: 0950-0782 11: 287-299.
Wortham, S. 2004. The interdependence of social identification and learning. American Educational Research Journal., 41(3), 715-750.
Wortham, S. E. F. 2006. Learning identity : the joint emergence of social identification and academic learning. New York: Cambridge University Press.
This list was last updated on 23/01/2019