Classroom Discourse and the Space of Learning

"Classroom Discourse and the Space of Learning" is about learning in schools and the central role of language in learning. The investigations of learning it reports are based on two premises: First, whatever you are trying to learn there are certain necessary conditions for succeeding - although you cannot be sure that learning will take place when those conditions are met, you can be sure that no learning will occur if they are not. The limits of what is possible to learn is what the authors call "the space of learning." Second, language plays a central role in learning - it does not merely convey meaning, it also creates meaning. The book explicates the necessary conditions for successful learning and employs investigations of classroom discourse data to demonstrate how the space of learning is linguistically constituted in the classroom. This book makes the case that an understanding of how the space of learning is linguistically constituted in the classroom is best achieved through investigating "classroom discourse" and that finding out finding out what the conditions are for successful learning and bringing them about should be the teacher's primary professional task.

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The Space of Learning, F. Marton, U. Runesson, A.B.M. Tsui; Variation and the Secret of the Virtuoso, P.Y. Ko, F. Marton; Discernment and the Question "What can be Learned"?, U. Runesson, I.A.C. Mok; Simultaneity and the Enacted Object of Learning, P.P.M. Chik, M.L. Lo; Questions and the Space of Learning, A.B.M. Tsui, F. Marton, I.A.C. Mok, D.F.P. Ng; The Semantic Enrichment of the Space of Learning, A.B.M. Tsui; The Shared Space of Learning, A.B.M. Tsui; Towards a Pedagogy of Learning, M.L. Lo, F. Marton, M. Pang, W.Y. Pong.

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