Hi Tina,
Here's the attachment - I have the whole journal issue if you're
interested - see the contents below. By the way, I caught your and
Michael's presentation at ISFC, as well as Jenny and Paulinne's and
was really impressed with the whole project.
Let me know if you want the others.
Cheers,
Phil
On 25/10/2005, at 3:41 PM, Tina Sharpe wrote:
> Dear Phil,
> Article sounds really interesting and relevant to our work at UTS in
> Challenging Pedagogies. Did you attach the article or do I need to
> access it
> from the journal site?
> Regards
> Tina Sharpe
> ----- Original Message -----
> From: "Phil Chappell" <philchappell@mac.com>
> To: <xmca@weber.ucsd.edu>
> Sent: Monday, October 24, 2005 11:24 PM
> Subject: [xmca] Another paper
>
>
> A very interesting article from our own Eugene Matusov and Renèe
> Hayes.
>
> Phil (not wishing at all to distract from the current article
> discussion(s)
>
> Research in classrooms reveals that the institution of school is not
> an empty slate, but rather is characterized by peculiar patterns of
> interaction which tend to be short exchanges directed by the teacher.
> Language teachers who wish children to learn language by
> participating in extended meaningful conversation, then, must
> consciously resist institutionally defined ‘teacher talk’. In this
> paper we examine a case of extended conversation in a dual-language
> kindergarten for clues as to how the teacher and children were able
> to negotiate alternative ways of engaging each other in a
> conversation. The purpose of the paper is to reveal both challenges
> and approaches for teachers to design real-life conversations in a
> traditional school where rigid ‘teacher talk’ dominates the classroom
> discourse.
>
> Begin forwarded message:
>
>
>> From: Journal.Alerts@CSA.COM
>> Date: 23 October 2005 4:02:19 PM
>> To: philchappell@mac.com
>> Subject: New issue of Culture & Psychology
>>
>>
>>
>> Database: Psychology: A SAGE Full-Text Collection
>> Table of Contents: Culture & Psychology
>> This message contains the following issue:
>> Culture & Psychology vol. 11, iss. 3
>>
>> Note: To view the full-text document, you must have Adobe Acrobat
>> Reader installed.
>>
>>
>>
>>
>> Table of Contents
>> Volume 11, Issue 3, 2005
>>
>> The Authoring of School: Between the Official and Unofficial
>> Discourse
>> De Haan, Mariëtte
>> Pages: 267-285
>> View Full-Text (154 Kb)
>>
>> A Bakhtinian Approach to Identity in the Context of Institutional
>> Practices
>> Lacasa, Pilar; Del Castillo, Héctor; García-varela, Ana B.
>> Pages: 287-308
>> View Full-Text (139 Kb)
>>
>> Classrooms and the Design of Pedagogic Discourse: A Multimodal
>> Approach
>> Jewitt, Carey
>> Pages: 309-320
>> View Full-Text (89 Kb)
>>
>> Students’ Participation as Co-authoring of School Institutional
>> Practices
>> Candela, Antonia
>> Pages: 321-337
>> View Full-Text (117 Kb)
>>
>> Designing for Dialogue in Place of Teacher Talk and Student Silence
>> Hayes, Renée; Matusov, Eugene
>> Pages: 339-357
>> View Full-Text (125 Kb)
>>
>> The Authoring of Institutional Practices: Discourse and Modes of
>> Participation of Subjects
>> Smolka, Ana Luiza Bustamante
>> Pages: 359-376
>> View Full-Text (118 Kb)
>>
>> Classroom Discourse and Culture: A Commentary on Institutional
>> Practices
>> Mcnaughton, Stuart
>> Pages: 377-384
>> View Full-Text (71 Kb)
>>
>>
>> Manage Alerts
>>
>>
>> About this journal
>>
>> Get RefWorks Import File | How to Import a CSA Illumina Export File
>> Return to Top
>>
>>
>>
>
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