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SUMMARY:'Dialogic Teaching-and-Learning': Educational Implications - Profe
 ssor Sylvia Rojas-Drummond\, National Autonomous University of Mexico (UNA
 M)
DTSTART:20111108T163000Z
DTEND:20111108T180000Z
UID:TALK34275@talks.cam.ac.uk
CONTACT:Araceli Hopkins
DESCRIPTION:In this talk I will analyse the nature and quality of primary 
 students’ and teachers’ dialogic interactions while working on collabo
 rative writing projects using ICT. As part of these projects\; triads of c
 hildren carried out investigations on topics of their choice\, produced an
 d published articles in magazines\, and delivered conferences to real audi
 ences conformed by the whole learning community of the school. We used ana
 lytical tools derived from Sociocultural Discourse Analysis (Mercer\, 2010
 )\, as well as The Ethnography of Communication (Hymes\, 1972\; Saville-Tr
 oike\, 2003)\, to investigate how adult-children and peer interactions cou
 ld create ‘Intermental Development Zones’ (Mercer\, 2000\; Mercer & Li
 ttleton\, 2007)\, and ‘dialogic spaces’ (Wegerif\, 2007)\, as scaffold
 s for enhancing children’s understanding\, reasoning and learning. As pa
 rt of the talk I will present a system of analysis that can aid researcher
 s in this endeavor. I will also illustrate its application with selected d
 ata from 6th grade children (11-12 y.o.) and their teacher. Finally\, I wi
 ll discuss the theoretical and practical contributions of this line of res
 earch in relation to both increasing our understanding of developmental an
 d learning processes\, as well as developing teacher professionalization p
 rogrammes. 
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, (Rm
  2S4\, Donald McIntyre Building)
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