This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive and ground-breaking work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - Space and literacy - Disabilities and early childhood literacy - Digital literacies - Indigenous literacy - Play and literacy - Policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy, including perspectives; literacy in families, communities and cultures; making meaning; literacy in preschool settings and schools, and various research methodologies. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. This Handbook is essential for BA QTS students; MEd in Literacy students; PhD students; undergraduate, postgraduate and CPD students; researchers, and literacy-centre personnel. Anyone involved in Early Years education and teaching reading and writing will find it illuminating.
Chapter 28: Talk and Discourse in Formal Learning Settings
Talk and Discourse in Formal Learning Settings
Research on talk and discourse in educational settings broadly defined has been a topic of study for many years. We know a great deal about how the patterns of classroom talk shape participation (Cazden, 1988; Larson, 1999; McCarthey, 1994; Mehan, 1979), about the consequences of classroom discourse on learning and identity (Gee, 2004), and about the ways in which talk and discourse construct and are constructed by robust contexts for learning (Dyson, 1993; Gutierrez, Rymes, and Larson, 1995). Research on talk and discourse in early childhood literacy events has dealt with a wide variety of productive research issues that have significantly impacted early childhood education. While there is overlap ...