Abstract
Recognition of the centrality of spoken language in the processes of children’s learning has led to changes in the educational status of talk throughout the English speaking world. The relationship of language to learning has been a major topic of inquiry since the late 1950s. During the 1960s psychologists identified oracy as a crucial component of learning, and during the 1970s the relationship between spoken language and thought in young children was firmly established. The foundations for the study of children’s collaborative talk were laid by researchers coming from different disciplinary backgrounds including developmental psychology, sociolinguistics and classroom studies.
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© 1997 Springer Science+Business Media Dordrecht
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Lyle, S. (1997). Children’s Collaborative Talk. In: Davies, B., Corson, D. (eds) Oral Discourse and Education. Encyclopedia of Language and Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4417-9_20
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DOI: https://doi.org/10.1007/978-94-011-4417-9_20
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