ABSTRACT
This chapter examines the role of dialogue in classroom learning. Classroom language has long been a focus of educational inquiry. The earliest investigations sought to understand the underlying logic of teacher-student interactions in the classroom (Bellack, Kliebard, Hyman, & Smith, 1966). They showed that verbal exchanges between teachers and students constitute much of classroom activity, and that most of these exchanges take the form of teacher questions or comments followed by student answers (Gall, 1970).
