Skip to content
Register Sign in Wishlist

Dialogic Inquiry
Towards a Socio-cultural Practice and Theory of Education

$47.00 ( ) USD

Part of Learning in Doing: Social, Cognitive and Computational Perspectives

  • Date Published: January 2005
  • availability: This ISBN is for an eBook version which is distributed on our behalf by a third party.
  • format: Adobe eBook Reader
  • isbn: 9780511035777

$ 47.00 USD ( )
Adobe eBook Reader

You will be taken to for this purchase
Buy eBook Add to wishlist

Other available formats:
Paperback, Hardback

Looking for an examination copy?

If you are interested in the title for your course we can consider offering an examination copy. To register your interest please contact providing details of the course you are teaching.

Product filter button
About the Authors
  • For more than a quarter century, the polemics surrounding educational reform have centered on two points of view: those that favor a "progressive" child-centered form of education, and those that would prefer a return to a more structured, teacher-directed curriculum that emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on coconstruction of knowledge by more and less mature participants engaging in joint activity. This theory offers semiotic mediation as the primary means of obtaining knowledge, whereby the less mature participants can seek solutions to everyday problems by using resources existing in society. In addition to using illustrative examples from classroom studies, this book provides a comparative analysis of the theories and complementary developments in works by Vygotsky and the linguist M.A.K. Halliday. This unique volume will be of tremendous benefit to researchers in the fields of education, sociolinguistics, and psychology.

    • Offers an approach to education for a 'knowledge society'
    • Author is highly visible and lectures widely
    • Based on collaborative research with teachers
    Read more

    Reviews & endorsements

    "An important contribution. . . . Dialogic Inquiry is a challenging book to read, both because it raises serious questions about many of the assumptions underlying cognitive science and because it tackles difficult theoretical questions without avoiding their complexity. . . Wells has demonstrated. . . that the sociocultural perspective has a great deal to offer our understanding of thinking, knowing, language and learning." Contemporary Psychology

    Customer reviews

    Not yet reviewed

    Be the first to review

    Review was not posted due to profanity


    , create a review

    (If you're not , sign out)

    Please enter the right captcha value
    Please enter a star rating.
    Your review must be a minimum of 12 words.

    How do you rate this item?


    Product details

    • Date Published: January 2005
    • format: Adobe eBook Reader
    • isbn: 9780511035777
    • contains: 7 b/w illus. 9 tables
    • availability: This ISBN is for an eBook version which is distributed on our behalf by a third party.
  • Table of Contents

    Conventions of transcription
    Part I. Establishing the Theoretical Framework:
    1. The complementary contributions of Halliday and Vygotsky to a 'language-based theory of learning'
    2. In search of knowledge
    3. Discourse and knowing in the classroom
    Part II. Discourse, Learning, and Teaching:
    4. Text, talk, and inquiry: schooling as semiotic apprenticeship
    5. Putting a tool to different uses: a reevalution of the IRF sequence
    6. From guessing to predicting: progressive discourse in the learning and teaching of science
    7. Using the tool-kit of discourse in the activity of learning and teaching
    8. Making meaning with text: a genetic approach to the mediating role of writing
    Part III. Learning and Teaching in the ZPD:
    9. On learning with and from our students
    10. The zone of proximal development and its implications for learning and teaching

  • Author

    Gordon Wells, University of Toronto

Sign In

Please sign in to access your account


Not already registered? Create an account now. ×

Sorry, this resource is locked

Please register or sign in to request access. If you are having problems accessing these resources please email

Register Sign in
Please note that this file is password protected. You will be asked to input your password on the next screen.

» Proceed

You are now leaving the Cambridge University Press website. Your eBook purchase and download will be completed by our partner Please see the permission section of the catalogue page for details of the print & copy limits on our eBooks.

Continue ×

Continue ×

Continue ×

Find content that relates to you

Join us online

This site uses cookies to improve your experience. Read more Close

Are you sure you want to delete your account?

This cannot be undone.


Thank you for your feedback which will help us improve our service.

If you requested a response, we will make sure to get back to you shortly.

Please fill in the required fields in your feedback submission.