Talking knowledge into being: Discursive and social practices in classrooms

‘Being the Teacher’: Identity and Classroom Conversation

“…Important work in this area is already being done, often drawing from a conceptually and methodologically eclectic palette (see, for example, Rampton's powerful and subtle questioning of the distinction between ‗natural' and ‗instructed ' language learning, 1999;or papers in Zuengler and Mori, 2002), and this in its turn needs to be set in the context of a long-established tradition exploring the social construction of knowledge in the classroom (for a useful overview, see Green and Dixon, 1994). The focus and purpose of this paper is much narrower than this and it offers no insights into broader interpretive practices within the language classroom.…”

“…In addition, some researchers have broadened the scope of their studies to embrace aspects of the classroom as a learning community, addressing issues of teacher role and identity (e.g. Green and Dixon 1994). However, the dynamic nature of identity construction and its relationship to the development of ongoing talk has received relatively little attention and teacher roles have for the most part been characterised as relatively static.…”

Learning to Use Evidence in Elementary School Over Time: A Study of the Discursive Construction of Ways of Answering Questions in Science Lessons

“…Thus, we aimed to learn more about what ethnographers call "talk into being", that is, the ways in which humans, using discursive resources, share, negotiate and reconstruct practices of everyday life in educational settings/contexts (Green & Dixon, 1993). The results made visible characteristics of everyday life of a specific group during science lessons.…”

Loss of the Creature: The Obscuring of Inclusivity in Classroom Discourse

“…Studying what individual classroom members say or do, with whom, when and how they say or do it, under what conditions, for what individual and group purposes, and with what outcomes illuminates the learning culture of that classroom from each member's point of view. Such studies reveal how individual members discursively participate in the social and academic knowledge and procedures they need to become members of the group (Green & Dixon, 1993). They show the principles or rules for how individuals can proceed as members to participate in the "take up" (Edwards & Mercer, 1987) of academic learning opportunities (Alton- Lee and Nuthall, 1992;Meyers, 1993;Tuyay, Jennings, & Dixon, 1995) to become academically literate (Cochran-Smith, 1984).…”