Abstract
In this review, we draw upon three strands of theory work that are currently being woven together in explorations of classroom discourse. The first strand concerns Vygotsky’s theory of how social language serves to mediate the development of the individual’s higher mental functions. The second is Bakhtin’s work on heteroglossia and dialogism. And the third strand concerns Halliday’s functional theory of language as social semiotic.
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Measures, E., Quell, C., Wells, G. (1997). A Sociocultural Perspective on Classroom Discourse. 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_3
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DOI: https://doi.org/10.1007/978-94-011-4417-9_3
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