Oral Discourse and Education

  • Bronwyn Davies
  • David Corson

Part of the Encyclopedia of Language and Education book series (LANG, volume 3)

Table of contents

  1. Front Matter
    Pages i-xviii
  2. Theorising Talk

    1. Front Matter
      Pages xix-xix
    2. Elizabeth Measures, Carsten Quell, Gordon Wells
      Pages 21-29
    3. Nola Alloway, Pam Gilbert
      Pages 53-62
  3. Oral Language, Culture and Identity

    1. Front Matter
      Pages 63-63
    2. A. D. Edwards
      Pages 65-73
    3. Deborah Tannen, Shari Kendall, Carolyn Temple Adger
      Pages 75-85
    4. Monica Heller
      Pages 87-94
    5. Harriet Bjerrum Nielsen, Bronwyn Davies
      Pages 125-135
    6. Jill Golden
      Pages 137-145
    7. Judith Green, Carol N. Dixon
      Pages 147-156
  4. Oral Language and Curriculum

    1. Front Matter
      Pages 167-167
    2. Clotilde Pontecorvo
      Pages 169-178
    3. Neil Mercer
      Pages 179-186
    4. Susan Lyle
      Pages 197-206
    5. Vivian De Klerk
      Pages 207-216
    6. Peter Scrimshaw
      Pages 217-227
    7. Susan E. B. Pirie
      Pages 229-238
    8. James McGonigal
      Pages 249-257
  5. Back Matter
    Pages 259-292

About this book


Oral Discourse and Education examines spoken language as a field of study, looking at the various ways in which we can both theorise the place of talk in education, and examine the way talk is actually done in educational settings. Given the centrality of literacy-based practices in schools, a book focusing on talk brings quite different and important perspectives to the study of education. Talk is something that has all too often been devalued and taken for granted. What becomes evident throughout the papers included in this volume is that talk is of central importance in establishing identities and the cultures in which those identities are located. However, because we are unused to reflexively examining the way we talk, there is a serious disjuncture between what we believe talk should achieve and what can be seen to be achieved in actual talk in educational settings.

Anyone interested in teaching should read this book. Becoming more aware of the centrality of talk and what it achieves is important both for enabling us to find ways to bring our ideals more in line with our practices and for being able to recognise and reflect on the ways our talk can be achieving things quite other than what we intend. This book is relevant to teachers at primary, secondary and tertiary levels and for researchers interested in spoken language in educational contexts.


Computer Flexive Index Nation Symbol education gender language literacy oral discourse

Editors and affiliations

  • Bronwyn Davies
    • 1
  • David Corson
    • 2
  1. 1.James Cook UniversityAustralia
  2. 2.The Ontario Institute for Studies in EducationUniversity of TorontoCanada

Bibliographic information