Towards dialogic teaching: rethinking classroom talk

| April 14, 2011

Title: Towards dialogic teaching : rethinking classroom talk

Author: Robin Alexander

Publisher: Cambridge, UK : Dialogos, 2009

Call no.: LB1033.5 .A435 2008

From the Publisher:

Towards Dialogic Teaching surveys research evidence on the role of talk in learning and teaching from different disciplines and countries and shows how it converges on and sustains the idea of dialogic teaching. Dialogic teaching exploits the potential of classroom talk for cognitive as well as social empowerment, but only when such talk is a good deal more rigorous and reciprocal than is traditionally the case. The booklet sets out the necessary oral and organisational repertoires for effective dialogic teaching and the principles by which it is informed, and proposes classroom indicators to guide the evaluation and development of dialogic practice. The publication, whose earlier editions are now in widespread use in schools and on teacher training courses in Britain and several other countries, is extensively referenced, but also includes a section specifically for teachers which lists suggestions for further reading and support. The fourth edition is longer than its predecessors and contains significant new material.

About the Author

Robin Alexander is Fellow of Wolfson College at the University of Cambridge, Emeritus Professor of Education at the University of Warwick, and formerly Professor of Education at the University of Leeds. He has held visiting academic positions in Australia, France, Germany, Hong Kong, India and Singapore, and has honorary doctorates from two universities. He was elected President of the British Association for International and Comparative Education (BAICE) for 2008-9. Educated at the universities of Cambridge, Durham, London and Manchester, he has taught in schools, colleges and universities, has served on government advisory bodies and national enquiries in the UK, and has undertaken research, evaluation and consultancy in many other countries. His research and writing on education since the 1980s have covered policy, pedagogy, curriculum, evaluation, international comparative and cultural studies, primary education and teacher education.