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.
The characteristics of contemporary societies are increasingly theorized as global, fluid, and networked. These conditions underpin the emerging knowledge economy as it is shaped by the societal and technological forces of late capitalism. These shifts and developments have significantly affected the communicational landscape of the 21st century. A key aspect of this is the reconfiguration of the representational and communicational resources of image, action, sound, and so on in new multimodal ensembles. The terrain of communication is changing in profound ways and extends to schools and ubiquitous elements of everyday life, even if these changes are occurring to different degrees and at uneven rates. It is against this backdrop that this critical review explores school multimodality and literacy and asks what these changes mean for being literate in this new landscape of the 21st century.
Pupil talk and discussion are seen as having important social and cognitive outcomes. In science classes, pupils' collaborative talk supports the construction of meaning and helps examine the status of evidence, theory and knowledge. However, pupil interactive talk in groups is rare in science lessons. The research reported is part of a project to increase the amount of pupil-pupil talk in primary schools through a programme of teaching and professional development.