Learning over time

Empirical and theoretical investigations of classroom talk and interaction

Research output: Contribution to journalEditorial

5 Citations (Scopus)

Abstract

Taking broadly sociocultural or sociolinguistic perspectives, the five contributions to this special issue investigate various aspects of the co-construction of knowledge, as this is manifested in K-16 classrooms in Canada, the United Kingdom, and the United States. While the authors of these papers address different educational settings, student populations, and curricular content, what unites them is their concern to better understand the cumulative, multidimensional nature of learning and teaching and the ways in which this is enacted in action and discourse across different spaces and over different scales of time.

Original languageEnglish (US)
Pages (from-to)291-294
Number of pages4
JournalLanguage and Education
Volume23
Issue number4
DOIs
StatePublished - Aug 10 2009

Fingerprint

educational setting
sociolinguistics
Canada
classroom
discourse
Teaching
interaction
learning
student
time
Classroom Talk
Discourse
Co-construction
Classroom Interaction
Education

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

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Learning over time : Empirical and theoretical investigations of classroom talk and interaction. / Haneda, Mari.

In: Language and Education, Vol. 23, No. 4, 10.08.2009, p. 291-294.

Research output: Contribution to journalEditorial

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