The DOI matches its Crossref record; 29 of the 29 references it cites were found in a registry or an index.
Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking
Abstract
This paper describes a methodology for the analysis of classroom talk, called sociocultural discourse analysis, which focuses on the use of language as a social mode of thinking – a tool for teaching-and-learning, constructing knowledge, creating joint understanding and tackling problems collaboratively. It has been used in a series of school-based research projects in the UK and elsewhere and its use is illustrated with data from those projects. The methodology is expressly based on sociocultural theory and, in particular, on the Vygotskian conception of language as both a cultural and a psychological tool. Its application involves a combination of qualitative and quantitative methods and enables the study of both educational processes and learning outcomes.
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Citations
Cites
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Edwards, D., & Potter, J. (2001) · How to Analyse Talk in Institutional Settings · doi:10.5040/9781350933927.ch-002 · Cited by 3,307
Culture, Communication, and Cognition: Vygotskian Perspectives.
Hallpike, C. R., & Wertsch, J. V. (1987) · Man · doi:10.2307/2803027 · Cited by 2,162
Towards an analysis of discourse : the English used by teachers and pupils
Sinclair, J. M., & Coulthard, R. M. (1975) · Oxford University Press eBooks · Cited by 1,950
Dialogic inquiry towards a sociocultural practice and theory of education
Wells, G. A. (1999) · Cited by 1,906
Talk at Work: Interaction in Institutional Settings.
Hopper, R., Drew, P., & Heritage, J. (1994) · Contemporary Sociology · doi:10.2307/2076431 · Cited by 1,872
Mercer, N. (2002) · Routledge eBooks · doi:10.4324/9780203464984 · Cited by 1,327
Self-citationCommon Knowledge : The Development of Understanding in the Classroom
Edwards, D., & Mercer, N. (2012) · Cited by 1,322
Self-citationSchegloff, E. A. (1997) · Discourse & Society · doi:10.1177/0957926597008002002 · Cited by 1,267
Culture and pedagogy: international comparisons in primary education
(2001) · Choice Reviews Online · doi:10.5860/choice.39-0442 · Cited by 1,204
Cited by
Formative Assessment: Assessment Is for Self-regulated Learning
Clark, I. (2012) · Educational Psychology Review · doi:10.1007/s10648-011-9191-6 · Cited by 688
Acting as accountable authors: Creating interactional spaces for agency work in teacher education
Lipponen, L., & Kumpulainen, K. (2011) · Teaching and Teacher Education · doi:10.1016/j.tate.2011.01.001 · Cited by 408
Researching feedback dialogue: an interactional analysis approach
Ajjawi, R., & Boud, D. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2015.1102863 · Cited by 347
Teaching Children How to Use Language to Solve Maths Problems
Mercer, N., & Sams, C. (2006) · Language and Education · doi:10.2167/le678.0 · Cited by 314
Self-citationTranslanguaging in mainstream education: a sociocultural approach
Duarte, J. (2019) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2016.1231774 · Cited by 204
Metadata
- Authors
- Mercer, N.
- Venue
- Journal of Applied Linguistics and Professional Practice
- Published
- 2004-06-16
- Pages
- 137-168
- ISSN
- 2040-3658 (ISSN-L)
- 2040-3666
- OpenAlex
- W2130472671
- Cited by
- 391
- References
- 29
- FWCI
- 38.56
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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