Part Ⅰ：Establishing the Theoretical Framework 3
1 The Complementary Contributions of Halliday and Vygotsky to a"Language-based Theory of Learning" 3
2 In Search of Knowledge 51
3 Discourse and Knowing in the Classroom 98
Part Ⅱ：Discourse,Learning,and Teaching 135
4 Text,Talk,and Inquiry：Schooling As Semiotic Apprenticeship 135
5 Putting a Tool to Different Uses:A Reevaluation of the IRF Sequence 167
6 From Guessing to Predicting:Progressive Discourse in the Learning and Teaching of Science 209
7 Using the Tool-kit of Discourse in the Activity of Learning and Teaching 231
8 Making Meaning with Text:A Genetic Approach to the Mediating Role of Writing 267
Part Ⅲ：Learning and Teaching in the ZPD 293
9 On Learning With and From Our Students 293
10 The Zone of Proximal Development and Its Implications for Learning and Teaching 313
Appendix Ⅰ：A Social Constructivist Model of Learning and Teaching 335
Appendix Ⅱ：Categories for the Analysis of Discourse 337
References 339
Index of Authors 355
Index of Subjects 360