Chapter

Open Spaces for Interactions and Learning Diversities

pp 69-108

Oracy and Literacy in the Making

Collaborative Talk and Writing in Grade 6 Mexican Classrooms
  • Sylvia Rojas-DrummondAffiliated withFaculty of Psychology, National Autonomous University of Mexico (UNAM)
  • , Ana María MárquezAffiliated withFaculty of Psychology, National Autonomous University of Mexico (UNAM)
  • , Riikka HofmannAffiliated withFaculty of Education, University of Cambridge (UC)
  • , Fiona MaineAffiliated withFaculty of Education, University of Cambridge (UC)
  • , Luisa RubioAffiliated withFaculty of Psychology, National Autonomous University of Mexico (UNAM)
  • , José HernándezAffiliated withFaculty of Psychology, National Autonomous University of Mexico (UNAM)
  • , Kissy GuzmánAffiliated withInstituto Nacional para la Evaluación de la Educación (INEE)

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Abstract

This chapter focuses on analysing the development of oral and written communication in Mexican elementary students, in the context of the implementation of an innovative educational programme called ‘Learning Together’ (LT). The programme was designed to enhance oral and written communication in the students, including dialogic interactions, as well as reading comprehension and text production strategies through a variety of collaborative learning activities (Rojas-Drummond, Littleton, Hernández, & Zúñiga, 2010).