Cover -- Half-title -- Series-title -- Title -- Copyright -- Contents -- Conventions of Transcription -- Introduction -- Plan of the Book -- Part I: Establishing the Theoretical Framework -- Part II: Discourse, Learning, and Teaching -- Part III: Learning and Teaching in the Zone of Proximal Development (zpd) -- Acknowledgments -- Part I Establishing the Theoretical Framework -- 1 The Complementary Contributions of Halliday and Vygotsky to a "Language-based Theory of Learning" -- Long-Term Goals and the Choice of a Genetic Approach -- Language and Social Activity -- Vygotsky's Conception of Language as Semiotic Tool -- Halliday's Conception of Language as Social Semiotic -- Learning Language: Appropriating Culture -- "Talking One's Way In" -- Appropriating the Culture -- Language and Intellectual Development -- Language and Thinking in School -- Different Conceptions of the Demands of Schooling -- The Complementary Nature of the Two Theories -- The Educational Consequences of Sociosemantic Variation -- Enculturation: Cultural Reproduction or Individual Empowerment? -- The Intellectual Consequences of Language-based Learning in School -- Action, Speech, and Thought -- Notes -- Written -- Spoken -- 2 In Search of Knowledge -- Prologue -- Knowledge: What is the Nature of this Abstraction? -- A Genetic Approach to the Development of Knowledge -- The Emergence of Different Modes of Knowing in Human History -- The Development of Theoretical Knowledge -- Metaknowing -- Knowledge as Representing -- Where Is Knowledge to Be Located? -- The Nature of Knowledge: Some Tentative Conclusions -- The Development of Knowing: An Ontogenetic Perspective -- Knowing and Understanding -- Emergent Features of the Model -- Schooling and the Construction of Knowledge and Understanding -- Notes -- 3 Discourse and Knowing in the Classroom.

The Role of Language in Human Development -- Language as Mediator of Individual Mental Development -- Bakhtinian Perspectives on Discourse -- Progressive Discourse: The Dialogue of Knowing -- Knowledge Building and Progressive Discourse -- Modalities of Discourse for Knowledge Building -- Social and Inner Speech Revisited -- Discourse and Knowledge Building in the Classroom: Some Research Perspectives -- Communities of Inquiry -- Modes and Modalities of Discourse -- Notes -- Part II Discourse, Learning, and Teaching -- 4 Text, Talk, and Inquiry: Schooling As Semiotic Apprenticeship -- Learning in School: A Semiotic Apprenticeship -- The Distinguishing Features of Written Text -- 1. The Abstract Nature of Written Text -- 2. The Functions of Written Text -- 3. Dynamic and Synoptic Representations -- The Complementary Roles of Talk and Text -- Building Bridges Between Ways of Knowing -- Making the Form Fit the Function -- Talk, Text, and Activity -- Inquiry and Education -- Conclusion -- Notes -- 5 Putting a Tool to Different Uses: A Reevaluation of the IRF Sequence -- The Organization of Classroom Activity -- The Organization of Classroom Discourse -- Applications of Hallidayan Theory to the Classroom -- Articulating the Relationship between Activity and Discourse -- Applying the Model: Co-constructing the Meaning of Time -- Task 3: Conference with Teacher -- Task 4: Experiment (Part Two) -- Task 5: Group Writing Conference -- Task 6: Conference with Teacher -- Reviewing the Unit: What Have We Learned? -- A Reevaluation of the IRF Exchange -- Conclusion -- Notes -- 6 From Guessing to Predicting: Progressive Discourse in the Learning and Teaching of Science -- The Importance of Predicting When Carrying Out an Experiment -- Setting the Activity in its Curricular Context -- Emerging Goals and Their Operationalization in Discourse.

The Learning Opportunities Provided by the Discourse -- 1. Learning About Science -- 2. Learning about Discourse -- What Resources Are the Participants Drawing on to Enable Them to Contribute so Productively? -- On Guessing, Estimating, and Predicting -- Toward a Dialogic Conception of Education -- Notes -- 7 Using the Tool-kit of Discourse in the Activity of Learning and Teaching -- I Developing the Framework: The Primacy of Activity -- Activity Systems and Communities of Practice -- Discourse as Semiotic Tool -- Categories for the Analysis of the Sequential Organization of Discourse -- Describing Discourse in the Classroom: Relating Action and Genre -- Discourse in the Classroom: Exploring the Significance of Follow-up -- The Two Levels of Teaching -- II The Follow-up: Teaching as Responsive Intervention -- Determining the Goals of Classroom Activities -- A Comparison of Two Episodes of Classroom Discourse -- Conclusion: Education as Transformation -- Notes -- 8 Making Meaning with Text: A Genetic Approach to the Mediating Role of Writing -- Speech and the Development of Writing -- The Development of Writing: An Ontogenetic Perspective -- The Development of Writing: A Historical Perspective -- The Development of Scientific English -- Writing and the Development of Higher Mental Functions -- Writing a Text: The Microgenetic Level -- Creating a New Register: Representing the Speech of the Neanderthals -- The Interdependence of the Four Genetic Levels -- Writing and Learning to Write: An Expanded Vygotskyan Perspective -- Notes -- Part III Learning and Teaching in the ZPD -- 9 On Learning With and From Our Students -- The Authors -- A Sociocultural Framework for Learning and Teaching -- The Power of an Elastic Band -- Exploring the Zone of Proximal Development (zpd) -- Adult Assistance in the zpd -- Independent Group Activities -- Whole-Class Review.

Peer Assistance in the zpd -- The Key Role of Language -- Teachers Learning in the zpd -- 10 The Zone of Proximal Development and Its Implications for Learning and Teaching -- Assessment -- Instruction -- Semiotic Mediation -- Internalization: From Inter-mental to Intra-mental -- The Significant Other -- Telos: The End-Point of Development -- The Role of the Teacher -- Conclusion: Toward a New Conception of Education -- Notes -- Appendix I -- A Social Constructivist Model of Learning and Teaching -- Appendix II -- Categories for the Analysis of Discourse -- References -- Index of Authors -- Index of Subjects.