Talk about texts: Discussion of literature in the English classroom

The chapter begins by presenting a thought-provoking episode of English classroom discussion around literature in the form of a transcript, using it as a device to elaborate socio-constructivist theories of learning. Discussion traces theories from Vygotsky, through influential contemporary adherents such as Neil Mercer (ground rules for talk) and Robin Alexander (dialogic learning), to specialised application in English. I assert that talk around literature in English inducts students to literary reading (or ‘aesthetic reading’, Rosenblatt) and constitutes a distinct academic disciplinary discourse requiring development of students’ specialist academic language proficiency (Cummins). Two further transcribed classroom exchanges illustrate talk around prose (a novel) and poetry, with commentary highlighting techniques teachers use to a) introduce texts to the public space of the classroom (e.g. reading to the class, distributing reading between students); b) how they stimulate students’ engagement by enlivening texts through vocal/gestural performance, framing, sequencing and participation; c) how they invite and sustain public discussion of the text and d) how they introduce the specialised discourse of literary criticism to support students’ analytic orientation to texts. The chapter concludes by noting the significance of spoken quotation in classroom talk around literature, and in practical tasks provides a framework for readers to plan for shared reading activity systematically and with detail. Tasks also promote careful observation and listening of lessons in which teachers introduce literature for discussion.