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DC Field | Value | Language |
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dc.contributor.author | Aman, R | - |
dc.date.accessioned | 2022-07-01T16:04:23Z | - |
dc.date.available | 2022-07-01T16:04:23Z | - |
dc.date.issued | 2022-06-01 | - |
dc.identifier.citation | Aman. R. (2022) 'Something to give. Socratic Seminar in the English Classroom', Teaching English, (29), pp. 1 - 5. | en_US |
dc.identifier.uri | https://bura.brunel.ac.uk/handle/2438/24769 | - |
dc.description.abstract | Although many educators aspire to dialogic classrooms – that is to say spaces where students are engaged in sustained talk leading to co-construction of knowledge (Alexander, 2006) – in fact, for many students, for much of the time, student-sanctioned classroom talk often appears to be utilised to expose students’ lack of knowledge – and scripted questions, controlling discussions, ignoring off-topic comments, and evaluating students are more frequently used (Cazden 2001; Mehan 1979; Nystrand 1997). With this context in mind, I wish in this article to explore ways in which Socratic seminar – a specific way of promoting student dialogue – might be an antidote to these monolingual spaces. | en_US |
dc.format.extent | 60 - 65 (5) | - |
dc.language.iso | en_US | en_US |
dc.title | Something to give. Socratic Seminar in the English Classroom | en_US |
dc.type | Article | en_US |
dc.relation.isPartOf | Teaching English | - |
pubs.issue | 29 | - |
pubs.publication-status | Published | - |
dc.identifier.eissn | 2051-7971 | - |
Appears in Collections: | Dept of Education Research Papers |
Files in This Item:
File | Description | Size | Format | |
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FullText.pdf | FullText.pdf - Embargoed until publication | 541.38 kB | Adobe PDF | View/Open |
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