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