ABSTRACT
Theories that posit a relationship between dialogue and understanding are predominantly psychological, but are associated with diverse perspectives. Minimally, four types of theory comment on this relationship: socio-cognitive, socio-cultural, social psychological and developmental/relational. These theories provide pertinent insights as to why dialogue may be related to understanding and why this relationship is rarely found in classrooms. Using studies conducted by the authors, this chapter will show that theory, combined with an awareness of classroom realities, can increase children’s within-class dialogue – impacting upon children’s understanding/attainment, participation and social inclusion.
