Conceptualizing a whole-class learning space: A grand dialogic zone

Research in the Teaching of English

Volumn 41, Issue 3, 2007, Pages 259-268

  Freedman, Sarah Warshauer ^a   Delp, Verda K ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34147148076     PISSN: 0034527X     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (13)

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2. Bakhtin, M. M. (1986). From notes made in 1970-71 (V. McGee, Trans.). In C. Emerson & M. Holquist (Eds.), Speech genres and other late essays (pp. 132-158). Austin: University of Texas Press.
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8. Freedman, S. W., Delp, V., & Crawford, S. (2005). Teaching English in untracked classrooms. Research in the Teaching of English, 40, 62-126.
9. Gutierrez, K. (1993). How talk, context, and script shape contexts for learning: A cross case comparison of journal sharing. Linguistics and Education, 5, 335-365.
10. Gutierrez, K. (in press). Intersubjectivity and grammar in the Third Space. Mind and Activity.
11. Gutierrez, K., Rymes, B., & Larson, J. (1995). Script, conterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 65, 445-471.
12. Leont'ev, A. N. (1981). The problem of activity in psychology. In J. Wertsch (Ed.). The concept of activity in Soviet psychology (pp. 36-71). Armonk, NY: M.E. Sharpe.
13. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA. Harvard University Press.