ABSTRACT
In what I call the language-rich, learning-intensive classroom, a spirit of experimentation, of play … will reign. The teacher will be more a listener than a talker, and most of his or her talk will be in response to the children, either as questioner, to help the children take their thinking in new directions, or as one source (not the source) of information. Writing will contribute to this experimental spirit through emphasis on its great value as a tool of discovery and as a tool of imagination.
