ABSTRACT
This chapter considers some key intervention studies which have been carried out in either the compulsory school sector or the second language classroom to shed light on key features and ways forward for the disciplinary context. Perhaps one of the most widely known pedagogic interventions is the Cambridge Oracy Project. Exploratory talk describes classroom discourse in which children work together to reason, share knowledge and co-construct knowledge. Teacher scheme for educational dialogue analysis (T-SEDA) is a further project which has developed out of the University of Cambridge, this time focusing on teacher development schemes. The project was based on previous research by the authors which established that when children use elaborated responses and querying through extensive participation, their curriculum mastery is improved, as measured by standardised tests. The discussions were audio recorded for thematic coding of dialogic and non-dialogic interactions.
