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| Foreword | |
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| Preface | |
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| Personal Prologue | |
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| Acknowledgments | |
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| Political and Philosophical Roots of TESOL | |
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| Teaching Methodology | |
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| Teach to the Needs of Students, Not to a Book! Reexamining Prator's Contributions | |
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| History of TESOL Methods | |
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| The Grammar Translation Approach | |
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| The Direct Method | |
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| The Reading Approach | |
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| The Audiolingual Approach | |
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| The Cognitive Revolution | |
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| The Communicative Approach | |
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| The Natural Approach | |
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| Whole Language and Other Language Arts Methods | |
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| Communicative Competence and the Communicative Approach | |
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| Structural and Functional Approaches to Understanding Language | |
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| Anthropological Linguistics | |
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| Dialogic Pedagogy and Prator's Questitons | |
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| Lev Vygotsky on the Nature of Learning | |
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| Contrasting Krashen (i+1) and Vygotsky's Zone of Proximal Development | |
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| Communicative and Dialogic Approaches to Prator's Question: What is the Nature of the Language? | |
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| Bakhtin on Prator's Question: "What is the Nature of Language?" | |
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| Features of Dialogic Pedagogy | |
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| Using Traditional Methods Within the Context of Dialogic Pedagogy | |
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| Approaches, Methods, and Techniques | |
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| Under the Ginkgo Tree: Learning in Community | |
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| Early Dialogic Approaches: The Socratic Method | |
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| Traditional Eastern Philosophical Roots of Dialogic Pedagogy | |
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| What Is Dialogic Learning in Community? | |
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| Funds of Knowledge: Extending the Zone of Proximal Development into the Community | |
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| Community Between Teacher and Students: Shared Understandings in an Exercise in Translation | |
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| Theoretical Framework for the Lesson: Theologies of Context | |
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| Strategic Competence | |
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| Rogerian Communication | |
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| What Does It Mean to Learn Another Language? | |
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| Exercise in Translation | |
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| Dialogic Support of Classroom Community | |
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| On Bullying and Hate Crimes | |
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| Dialogic Interactions in Large Classes | |
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| On Reading/Writing Workshop | |
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| In Search of American Culture: Visits and Visitors | |
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| Bringing Diverse Communities, Perspectives, and Voices into the Classroom | |
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| Taste of the Ginkgo Nut: Problem Posing | |
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| Freire and Problem Posing | |
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| What Is Problem Posing? | |
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| Problem Posing and High-Stakes Testing | |
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| The Taste of the Ginkgo Nut: What Does it Mean to Acquire Taste? | |
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| Lev Vygotsky on Art and Literature | |
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| Tools, Symbols, and Mediation | |
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| Tools, Symbols, Aesthetics and Second-Language Learning | |
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| Learning from Reading Recovery in Elementary ESOL Classrooms | |
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| Classroom Discourse and the Metaphor of Participation | |
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| Collaborative Research with Student Teachers: Tool and Mediation in Classroom Interaction | |
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| How Dialogic Inquiry Supports Agency in Novice Teachers | |
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| Mediation Through Material Tools | |
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| Mediation Through Symbolic or Sign Systems | |
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| ZPD and Questioning Techniques | |
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| Problem Posing Works for Students and Student Teachers | |
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| Feminist Problem Posing | |
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| Women's Ways of Knowing | |
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| Learn by Doing | |
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| Philosophical Roots of Critical Pedagogy | |
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| Bakhtin's "Dialogic" Theory of Ideology | |
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| Semiotic Theory | |
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| Mao Zedong | |
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| Mao Zedong's Theory of Learning by Doing | |
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| Claiming the Right to Speak | |
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| Paolo Freire's Pedagogy of the Oppressed | |
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| Freire on Learning by Doing | |
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| On Learning Literacy by Doing | |
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| John Dewey on Learning by Doing | |
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| John Dewey in China | |
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| Learning by Doing: The Pilgrimage Curriculum | |
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| English for Academic Purposes | |
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| Working with Videotaped Lectures | |
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| Speaking on the Church in China | |
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| Conclusion: From the Shadow to the Shade | |
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| Memory: Knowledge for Whom? | |
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| Why Is Teaching English a Political Question? | |
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| The Revolutionary Implications of Vygotsky's Work of TESOL/BE and Minority Student Achievement | |
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| Vygotsky and IQ | |
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| Memory | |
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| Memory and Language Learning-Is There A Magic Pill? | |
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| "We're in America, Mama. Speak English!" | |
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| Memory and Language Loss | |
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| Decolonializing TESOL | |
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| Double Consciousness | |
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| Dialogic Approaches to Research | |
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| Collective Memory | |
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| Literacy as a Tool for Economic Development | |
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| Double Consciousness, Not Assimilation | |
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| Knowledge for Whom: Curriculum for Peace | |
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| Remembering and Reclaiming Heritage Languages and Cultures | |
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| Transformative Intellectuals | |
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| Going Beyond the "Heroes and Holidays" Approach to Multicultural Curriculum | |
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| Memory, Race, Colonialism, and Language Teaching | |
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| Posing the Question, "Knowledge for Whom?" | |
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| Where the Ginkgo Tree Grows: Knowledge for Whom? | |
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| Conclusion | |
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| Dialogic Interpretations of the Nature of Language | |
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| Dialogic Approaches to the Nature of the Learner | |
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| Methodology or Post-Methodology? | |
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| Language Teaching: An Art or a Science? | |
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| What Does This Mean for Teachers? | |
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| What Are Your Visions for the Future? | |
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| Appendix | |
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| Chinese Glossary of Names and Terms | |
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| References | |
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| Author Index | |
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| Subject Index | |