How important is professional knowledge?
What are the key issues in the language and literacy agenda?
As well as answering these questions, the contributors to this book offer an informed view of the complex debates about interactive teaching and learning. Taking its inspiration from the UKLA 2002 conference, the book draws on a wide range of research and practice not only from conference presenters but from across the globe. At its heart are social and cultural issues and the nature of interaction between children and teachers; children and children; children and texts of all kinds.