this was great because we could also have the paper.
it is really interesting.
thank you
maria
----- Original Message -----
From: "Phil Chappell" <philchappell@mac.com>
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
Sent: Tuesday, October 25, 2005 8:17 AM
Subject: Re: [xmca] Another paper
Apologies to all for broadcasting what I thought was a private e-mail
exchange!
Phil
On 25/10/2005, at 5:15 PM, Phil Chappell wrote:
> <Matusov_Hayes_Classroom.pdf>
>
> 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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