Research in UK and Mexican schools showed that children who were taught to use 'exploratory talk' i.e. following ground rules to help them share knowledge, evaluate evidence and consider options in a reasonable and equitable way, became more able to manage and express both group and individual reasoning and learning activities. The project outcome appears to validate Vygotsky's concept of the relationship between 'intermental' (social) and 'intramental' (psychological) development.
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 ñ 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.
C. Coffin. NALDIC Quarterly, 3 (3):
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