Original paper
Language resources to negotiate historical thinking in history classroom interactions
Abstract
This article examines different patterns of language resources that both teacher and students use to incorporate other voices in history secondary-level classroom interactions. The study particularly centers on the analysis of interpersonal and ideational linguistic resources used by teachers and students that contribute to the inclusion of historical evidence in the discourse, in combination with the building of semantic waves (Maton, 2014,...
Paper Details
Title
Language resources to negotiate historical thinking in history classroom interactions
Published Date
Oct 1, 2018
Journal
Volume
47
Pages
1 - 15
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Notes
History