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Classroom Discourse, Second Edition

reviewed by James L. Collins - 2003

coverTitle: Classroom Discourse, Second Edition
Author(s): Courtney B. Cazden
Publisher: Heinemann, Portsmouth, NH
ISBN: 0325003785, Pages: 216, Year: 2001
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This second edition of Classroom Discourse is an important update of an important book. Cazden has done an excellent job of bringing her book into the age of sociocultural theories of schooling and constructivist theories of teaching and learning. What's more, she has brought her book up to date without mentioning those theories much at all. By avoiding excessive description of theory and research, Cazden has improved on a criticism I had of the original edition, its inaccessibility to practicing teachers. In Cazden's own words: "This book, even more than the first edition, is written not just for university researchers and teacher educators, but for teachers and teacher researchers as well" (p. 7). For some reason, books on discourse analysis tend to be dense and difficult. Maybe it's because discourse study had its origin in linguistics, where everything tends eventually to become dense and difficult. As I write these words about books on discourse, I'm thinking of many of my favorites-van Dijk's Discourse as Structure and Process... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 105 Number 1, 2003, p. 141-143
https://www.tcrecord.org ID Number: 10937, Date Accessed: 2/25/2020 1:53:52 AM

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About the Author
  • James Collins
    State University of New York at Buffalo
    E-mail Author
    JAMES L. COLLINS is a professor in the Graduate School of Education at the State University of New York at Buffalo. His professional interests include writing and the teaching of writing, literacy and technology, and classroom discourse. He is the author of Strategies for Struggling Writers (Guilford, 1998), and he is currently finishing a book called Literacy and Educational Equity: Reading and Writing for the Standards Movement and Beyond, with Kathleen Collins and Elizabeth Dutro. In another current project he is studying the discourse of discussions in distance-learning classrooms.
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