This paper is a response to the growing acceptance that dialogic teaching/ learning focusing on the role of intersubjectivity in developing knowledge and reasoning, particularly when this intersubjectivity is mediated and maintained by means of language is an appropriate reaction to the weaknesses of direct instruction within the Vygotskian framework. In this paper, the theoretical background of dialogic teaching/learning inspired by Vygotsky’s cultural-historical theory is elaborated to discuss the crucial elements of the way in which the theoretical relevance of this stance in education has evolved from Vygotsky’s theory.
Arievitch, I. M., & Stetsenko, A. (2000). The quality of cultural tools and cognitive development: Gaľperin’s perspective and its implications. Human Development, 43, 69-92.
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge, MA: MIT Press.
Burbules, N. C., & Bruce, B. C. (2001). Theory and research on teaching as dialogue.In V. Richardson (ed.), Handbook of Research on Teaching, (4th ed., pp. 1102-1121).Washington, DC: American Educational Research Association.
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: Bellknap Press of Harvard University Press.
Cole, M., & Wertsch, J. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human Development, 39, 250-256.
Díaz, R. M., Neal, C. J., & Amaya-Williams, M. (1990). The social origins of self-regulation.In Moll. L. C. (ed.), Vygotsky and education. instructional implications and applications of sociohistorical theory, (pp. 127-154).Cambridge: Cambridge University Press.
Forman, A. E. (2000). Knowledge building in discourse communities. Human Development, 43 (6), 364-368.
Forman, A. E., & Larreamendy-Joerns, J. (1995). Learning in the context of peer collaboration: a pluralistic perspective on goals and expertise. Cognition and Instruction, 13 (4), 549-564.
Gaľperin, P. YA. (1989). Mental actions as a basis for the formation of thoughts and images. Soviet Psychology, 27 (3), 45-64.
Gredler, M. E. (2009). Hiding in plain sight: the stages of mastery/self-regulation in vygotsky’s cultural-historical theory. Educational Psychologist, 44(1), 1-19.
Gredler, M. E. (2012). Understanding Vygotsky for the classroom: Is it too late? Educational Psychology Review, 24, 113-131.
Hasan, R. (1995). On social conditions for semiotic mediation: The genesis of mind in society. In A. R. Sadovnik (Ed.), Knowlege and pedagogy: The sociology of Basil Bernstein (pp. 171-196). Norwood, New Yersey: Ablex Publishing Corporation.
Hasan, R. (2002). Semiotic mediation and mental development in pluralistic societies: Some implications for tomorrow’s schooling. In. G. Wells and G. Claxton (eds.), Learning for life in the 21st Century: Socio-Cultural Perspectives on the future of education (pp. 89-123). Oxford: Blackwell.
Hasan, R. (2005). Semiotic mediation, language and society: Three exotripic theories - Vygotsky, Halliday and Bernstein. In J. J. Webster (ed.) Language, society and consciousness: Raqaiya Hasan (pp. 46-67) London: Equinox.
Hutchins, E. (1996). Cognition in the wild. Bradford: MIT Press.
Karpov, Y. V. (2003). Vygotsky’s doctrine of scientific concepts. In A. Kozulin, B. Gindis, V. Ageyev, S. Miller (Eds.): Vygotsky’s educational theory and practice in cultural context (pp. 65 - 82). Cambridge: Cambridge University Press.
Karpov, Y. V., & Haywood, H. C. (1998). Two ways to elaborate vygotsky’s concept of mediation. American Psychologist, 53(1), 27-36.
Kozulin, A., & Presseisen, B. (1995). Mediated learning experience and psychological tools: Vygotsky’s and feuerstein’s perspectives in study of student learning. Educational Psychologist, 30(2), 67-75.
Matusov, E. (1998). When solo activity is not privileged: Participation and internalization model of development. Human Development, 41, 326-349.
Mercer, N. (2008). Talk and the development of reasoning and understanding. Human Development, 51, 90-100.
Michaels, S., O’Connor, C., & Resnick, L. B. (2007). Deliberative discourse idealized and realized: accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27, 283-297.
Moll, L. C. (1990). Vygotsky’s zone of proximal development: Rethinking its instructional implications. Infancia y Aprendizaje, 50-51, 157-168.
Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning.Annual Review of Psychology, 49, 345-375.
Pontecorvo, C. (1987). Discussing for reasoning: The role of argument in knowledge construction. In De Corte, E., Lodewijks, J. G. L. C., Parmentier, R. and Span, P. (eds.) Learning and Instruction. A Publication of the European Association for Research on Learning and Instruction (pp. 71-82). Leuven University Press, Oxford/ Leuven.
Pontecorvo, C. (1993). Social interactions in the acquisition of knowledge. Educational Psychology Review, 5(3), 293-310.
Resnick, L. B., & Hall, M. W. (1998). Learning organisations for sustainable educational reform. Daedalus, 127(4), 89-118.
Stetsenko, A. P. (1999). Social interaction, cultural tool and the zone of proximal development: In search for synthesis. In: S. Chaiklin, M. Hedegaard & U. J. Jensen: Activity theory and social practice: Cultural-historical approaches (pp. 235 - 252).Aarhus: Aarhus University Press.
Tuľviste, P. (1989). Education and the development of concepts: Interpreting results of experiments with adults with and without schooling. Soviet Psychology, 27(1), 5-21.
Valsiner, J. (2001). Process structure of semiotic mediation in human development.Human Development, 44, 84-97.
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
Vygotsky, L. S. (1978). Mind in society: The Development of higher mental functions.Cambridge: Harvard University Press.
Wells, G. (1999). Dialogic inquiry: Towards a social practice and theory of education. Cambridge, MA: Harvard University Press. Wells, G. (2000). Improving the quality of education for life in the 21st century. Paper presented at a Conference for Teachers, Santander, Spain, June 2000 website: http://people.ucsc.edu/~gwells/Santander.html >
Wells, G. (2007). Semiotic mediation, dialogue and the construction of knowledge. Human Development, 50, 244-272.
Wertsch, J. V. (1979). From social interaction to higher psychological processes. Human Development, 22, 1-22.