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This volume surveys the research on discourse and education, adopting the broadest definition of ´discource´.
- Discourse as ´talk-in-interaction´, commonly espoused in studies of classroom discourse since the 1970s.
- Discourse as ´ways of understanding and constituting the social world´, the critical, post-structuralist view of discourse as a source of power.

Several themes resonate across the four sections and the chapters within them:
- Widening the scope of enquiry, combining approaches to discourse
- Linking the study of discourse with ethnography
- Dealing with the changing nature of contemporary patterns of communication

This is one of ten volumes of the Encyclopedia of Language and Education published by Springer. The Encyclopedia bears testimony to the dynamism and evolution of the language and education field, as it confronts the ever-burgeoning and irrepressible linguistic diversity and ongoing pressures and expectations placed on education around the world.

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General Editor´s Introduction / Nancy H. Hornberger

Introduction to Volume 3: Discourse and Education / Marilyn Martin-Jones and Anne-Marie de Mejía

Contributors

Reviewers

Section 1: Discourse in Education: Theory and Method

1. Classroom Interaction, Situated Learning / Judith Green and Carol Dixon
2. Conversation Analysis and Talk-in-interaction in Classrooms / Junko Mori and Jane Zuengler
3. Genres and Institutions: Functional Perspectives on Educational Discourse / Frances Christie
4. Official Pedagogic Discourses and the Construction of Learners´ Identities / Jill Bourne
5. Critical Discourse Analysis in Education / Rebecca Rogers
6. Post-structuralist Analysis of Classroom Discourse / Judith Baxter
7. Revoicing across Learning Spaces / Janet Maybin
8. Linguistic Anthropology of Education / Stanton Wortham

Section 2: Educational Discourses, Situated Practices and Identities

9. Language Socialization, Participation and Identity: Ethnographic Approaches / Patricia A. Duff
10. Classroom Discourse and the Construction of Learner and Teacher Identities / Jasmine Luk Ching Man
11. Categorizing Learners Beyond the Classroom / Eva Hjörne and Roger Säljö
12. Constructing Elites in Kenya: Implications for Classroom Language Practices in Africa / Grace Bunyi13. Discourse and the Construction of Gendered Identities in Education / Harriet Bjerrum Nielsen and Bronwyn Davies
14. Ethnicity at Work in Peer-group Interactions at School / Charlotte Haglund
15. Playful Talk, Learners´ Play Frames and the Construction of Identities / Vally Lytra

Section 3: Discourses about Language and Linguistic Diversity

16. Language Choice and Symbolic Domination / Monica Heller
17. Language Planning Ideologies, Communicative Practices and their Consequences / Rani Rubdy
18. Teachers´ Practical Knowledge, Standard Language and Multicultural Classrooms / Jeff Bezemer and Sjaak Kroon
19. Discourses about English: Class, Codes and Identities in Britain / Ann Williams

Section 4: Discourse and the Construction of Knowledge

20. The Guided Co-construction of Knowledge / Frank Hardman
21. Talk, Texts and Meaning-making in Classroom Contexts / Silvia Valencia Giraldo
22. Learners´ Collaborative Talk / Susan Lyle
23. Role Play and Dialogue in Early Childhood Education / Sheena Gardner and Aizan Yaacob
24. Discourse and Second Language Learning / Diana Boxer
25. Discourse, Mathematics and Mathematics Education / Richard Barwell
26. Learning Science: Discursive Practices / Gregory J. Kelly
27. Everyday Funds of Knowledge and School Discourses / Elizabeth Birr Moje
28. Multimodal Discourses across the Curriculum / Carey Jewitt

Subject Index

Name Index

Tables of Contents: Volumes 1-10

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Nancy H. Hornberger is Professor of Education and Director of Educational Linguistics at the Graduate School of Education, University of Pennsylvania. Her interests include language planning and policy; bilingualism, bilingual education and biliteracy; and the ethnography of communication. Marilyn Martin-Jones is professor of Languages in Education and Director of the MOSAIC Centre. Anne-Marie de Mejía is associate professor at the Universidad de los Andes in Columbia.

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