Allington, R. L. (2002). What I’ve Learned about Effective Reading Instruction from a Decade of Studying Exemplary Elementary Classroom Teachers. The Phi Delta Kappan, 83(10), 740–747. Retrieved from http://www.jstor.org/stable/20440246
Bernstein, B. (1964). Elaborated and Restricted Codes: Their Social Origins and Some Consequences. American Anthropologist, 66(6_PART2), 55–69. doi:10.1525/aa.1964.66.suppl_3.02a00030
D’warte, J. (2014). Exploring linguistic repertoires: multiple language use and multimodel literacy activities in five classrooms. Australian Journal of Language and Literacy, 37(1), 21–30.
De Fina, A., Schiffrin, D., & Bamberg, M. (Eds.). (2006). Discourse and identity. Cambridge: Cambridge University Press.
Edwards-Groves, C., Anstey, M., & Bull, G. (2014). Classroom talk: understanding dialogue, pedagogy and practice. Newtown, NSW: Primary English Teaching Association Australia.
Gee, J. (1996). Social linguistics and literacies: ideology in discourses (2nd ed.). London: The Falmer Press.
Gee, J. P., & Green, J. L. (1998). Discourse analysis, learning and social practice: a methodological study. Review of Research in Education, 23, 119–169.
Gibbons, P. (1998). Classroom Talk and the Learning of New Registers in a Second Language. Language and Education, 12(2), 99–118. doi:10.1080/09500789808666742
Gibbons, P. (2002). Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom. Portsmouth: Heinemann.
Gibbons, P. (2003). Mediating Language Learning: Teacher Interactions with ESL Students in a Content-Based Classroom. TESOL Quarterly, 37(2), 247–273.
Gibbons, P. (2006). Bridging discourses in the ESL classroom: Students, Teachers and Researchers. Studies in Second Language Acquisition, 30(2), 262–263.
Gumperz, J. J. (1970). Sociolinguistics and communication in small groups (Working Paper No. 33). Berkeley, CA.
Hawkins, M. R. (2004). Researching English Language and Literacy Development in Schools. Educational Researcher, 33(3), 14–25. doi:10.3102/0013189X033003014
Lesaux, N. E. & Harris, J. R. (2015). Cultivating knowledge, building language: literacy instruction for English learners in elementary school. Portsmouth, NH: Heinemann.
McGinty, A. S. & Justice, L. M. (2010). Language facilitation in the preschool classroom: rationale, goals and strategies. In M.C. McKenna, S. Walpole, & K. Conradi (Eds) Promoting early reading: research, resources and best practices. New York: Guilford Press.
McIntyre, E., Hulan, N., & Layne, V. (2011). Classroom community and discourse practices in research-based, culturally responsive classrooms (pp. 54-75). In Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice. New York: Guilford Press.
Nassaji, H., & Wells, G. (2000). What’s the use of “triadic dialogue”?: an investigation of teacher-student interaction. Applied Linguistics, 21(3), 376–406.
Vaughn, M., & Parsons, S. A. (2013). Adaptive Teachers as Innovators: Instructional Adaptions Opening Spaces for Enhanced Literacy Learning. Language Arts, 91(2), 82–93.
Wells, G. (1999a). Dialogic inquiry: toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
Wells, G. (1999b). Dialogue in activity theory. Mind, Culture and Activity, 9(1), 43–66.
Wells, G. (2003a). Action, talk and text: the case for dialogic inquiry. Learning, 6(1), 171–194. Retrieved from http://people.ucsc.edu/~gwells/Files/Papers_Folder/ATT.theory.pdf
Wells, G. (2003b). Children talk their way into literacy. In J. R. Garcia (Ed.), Ensenar a escribir sin prisas ... pero con sentido. Sevilla: Publicaciones M.C.E.P.
Wells, G. (2009). The meaning makers: Learning to talk and talking to learn (Vol. 15). Multilingual Matters.
Wells, G., & Mejia-Arauz, R. (2006). Toward dialogue in the classroom. Journal of the Learning Sciences, 15(3), 379–428.