Review of the book Classroom talk: Understanding dialogue, pedagogy and practice, by C. Edwards-Groves, M. Antsey, & G. Bull.

Abstract

This publication combines theory, practice, and research concerned with the talk that occurs in primary school classrooms. It is a welcome addition to material supporting literacy in culturally diverse settings, as the authors valorise classroom discourse as central to all learning. For teachers working within the constraints of an increasingly narrow assessment driven curriculum prioritising the readily measurable components of literacy, ie reading and writing, it is both refreshing and important, that talk is afforded such attention.