ABSTRACT
Interest in the role talk plays in the construction of knowledge has gathered momentum in recent years as research has been published that demonstrates the importance of social collaboration in promoting cognitive development and academic gains. This chapter discusses the role of dialogic talk in cooperative classrooms and highlights its capacity to promote students’ engagement, problem-solving, and learning. Specifically, this chapter focuses on the theoretical perspectives that inform this research and the types of student and teacher interactions generated that promote students’ thinking and learning. The intention is to provide insights into how teachers can effectively use dialogic talk in their classrooms.
