ABSTRACT
This chapter examines the usefulness of a temporal language lens to make sense of talk as students completed traditional, inquiry-based, and multimodal tasks. I argue that this lens offers a perspective on talk, collaboration, and learning through which researchers and teachers can view instructional activities for students in English/Language Arts (ELA). It draw on these central tenets of sociocultural theory and recent theoretical and empirical developments related to Bakhtin's concept of to argue that both time and task informed three high school student's talk about literature in consequential ways. The chapter shows on two rich and overlapping sets of literatures relevant to understanding secondary student's talk about texts: conceptual and empirical work done on time in school, and classroom-based studies of small-group collaboration. It provides a brief review of some of the relevant ideas from these bodies of literature before introducing the design of time contextualized talk in consequential ways for Elizabeth, Mike, and Natalie research study.
