Dialogicality as embodied multimodal communication in primary schools
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Davidson, Christina
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Thwaite, Anne
Simpson, Alyson
Jones, Pauline
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Abstract
Communication in classroom lessons is a critical facet of pedagogical activity underscored by continued research attention to its efficacy and undeniable influence on student learning. Consequently, contemporary educational theory has experienced a dialogic turn with a distinctive shift towards proposing educational meanings that predominantly become available to learners in the act of dialogue (Vygotsky, 1978).
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Dialogic Pedagogy: Discourse in Contexts from Pre-school to University
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1st
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Subject
Curriculum and pedagogy
Specialist studies in education
Education & Educational Research
Linguistics
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Social Sciences
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Citation
Edwards-Groves, C; Davidson, C, Dialogicality as embodied multimodal communication in primary schools, Dialogic Pedagogy: Discourse in Contexts from Pre-school to University, 2023, 1st, pp. 91-108