Classroom Dialogue and Learning

Dr Victoria Cook, Dr Louis Major, Dr Sara Hennessy with Farah Ahmed, Elisa Calcagni and other colleagues from the Cambridge Educational Dialogue Research Group (CEDiR) | View as single page | Feedback/Impact
Classroom Dialogue and Learning
About this guide
How to use this guide
Evidence
What is Classroom Dialogue
Combining dialogue and digital technology
How to develop a more dialogic approach to learning and teaching
Case studies
Evidence
The sociocultural perspective
Combining dialogue and digital technology
The Talk Audit
A dialogue-based approach to using the interactive whiteboard in learning
Language as an educational tool
Ground rules for talk
Dialogic use of a microblogging tool, ‘Talkwall’
Dialogic Teaching - Whole-class dialogue
Self- and peer-assessment of the ground rules for talk
ORBIT: The Open Resource Bank for Interactive Teaching
Dialogic Teaching - Group dialogue
Language tools
References
Teacher Scheme for Educational Dialogue Analysis (T-SEDA)
 
 
 
 
 
 
 
 
 
 
Strength of Evidence
Transferability
Areas for further research
Editor's Comments
Online Communities

The sociocultural perspective

From a sociocultural perspective, there is an important relationship between language and cognitive development. Vygotsky (1962, 1978) was one of the first theorists to recognise the importance of social interaction and language in cognitive development. For Vygotsky, language is both a cultural tool (for the development and sharing of knowledge) and a psychological tool (for the development of individual thought). He argued that the development of thinking is a result of the dynamic relationship between these two uses of language, with ‘intermental’ activity (social interaction) influencing the development of important ‘intramental’ capabilities (individual thinking). From this perspective, language is an important educational tool (Mercer & Howe, 2012).

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