Section A: Bristol    Section B: Toronto    Section C: Santa Cruz
 

A.  SELECTED PUBLICATIONS FROM THE BRISTOL STUDY

(1971-1984)

Books

Wells, G. (1981) Learning through Interaction.(Language at Home and at School, Vol 1.) Cambridge: Cambridge University Press.

Wells, G. (1985) Language Development in the Pre-school Years. (Language at Home and at School, Vol 2.) Cambridge: Cambridge University Press.

Wells, G. (1985) Language, Learning and Education. Windsor, UK:NFER-Nelson.

Wells, G. (1986) The Meaning Makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann Educational Books.

Gutfreund, M., Harrison, M. and Wells, G. (1989) The Bristol Language Development Scales. Windsor, UK: NFER-Nelson.

Book Chapters

Wells, G. (1979). Learning and using the auxiliary verb in English.  In Lee, V. (Ed.), Language Development. pp. 250-270, London: Croom Helm.

Wells, G. (1979) The relevance of applied linguistics for teachers of reading   In Shafer, R.E. (Ed.), Applied Linguistics and Reading. Newark, DE: International Reading Association (with
B. Raban).

Wells, G. (1979) Variation in child language.  In Fletcher, P. and Garman, M. (Eds.), Language Acquisition. Cambridge: Cambridge University Press.

Wells, G. (1980) Adjustments in adult-child conversation:  some effects of interaction. In Giles, H., Robinson, W.P. and  Smith, P.M. (Eds.), Language: Social and Psychological Perspectives. Oxford: Pergamon.

Wells, G. (1980) Apprenticeship in meaning. In Nelson, K.E. (Ed), Children's Language Vol. 2, pp. 45-126.  New York: Gardner Press.

Wells, G. (1981) Adult-child interaction at home and at school. In French, P. and MacLure, M. (Eds.), Adult-Child Conversation. London: Croom Helm.(with M. Montgomery)

Wells, G. (1981) Some strategies for sustaining interaction. In Werth, P. (Ed.), Conversation and Discourse. London: Croom Helm (with M. MacLure and M. Montgomery).

Wells, G. (1982) The role of adult speech in language development. In Fraser, C. & Scherer, K. (Eds.), Advances in the Social Psychology of Language . Cambridge: Cambridge University Press. (with W.P. Robinson).

Wells, G. (1982) Influences of the home on language development. In Davies, A. (Ed.), Language and Learning in School and Home. London: SSRC/Heinemann Educational Books.

Wells, G. (1985) Preschool literacy-related activities and success in school. In D. Olson, N. Torrance and A. Hildyard (Eds.), Literacy, Language and Learning. Cambridge: Cambridge University Press.

Wells, G. (1986) The language experience of five year olds at home and at school. In J. Cook-Gumperz (Ed.), The Social Construction of Literacy . Cambridge: Cambridge University Press.

Wells, G. (1986) Variation in child language. In P. Fletcher and M. Garman (Eds.), Language Acquisition. (Revised Edition). Cambridge:Cambridge University Press.

Wells, G. (1986) From speech to writing: some evidence on the relationship between spoken and written language from the Bristol Study, `Language at Home and at School'.  In A. Wilkinson (Ed.) The Writing of Writing . Milton Keynes, UK: Open University Press.(with G.L. Chang).

Wells, G. (1987) The negotiation of meaning: talking and learning at home and at school. In B. Fillion, C. Hedley & E. DiMaretino, (Eds.), Home and School: Early Language and Reading. Norwood, NJ: Ablex.

Wells, G. (1987). The learning of literacy. In B. Fillion, C. Hedley & E. DiMaretino, (Eds.), Home and School: Early Language and Reading . Norwood, NJ: Ablex.

Wells, G. & Gutfreund, M. (1987) The development of conversation. In R. Steele and T. Threadgold (Eds.), Language Topics: Essays in Honour of M.A.K. Halliday, Vol. 1. Amsterdam: John Benjamins, B.V.

Wells, G. & Gutfreund, M. (1987) The conversational requirements for language learning. In W. Yule and M. Rutter (Eds.), Language Development and Disorders. Oxford: Blackwell Scientific Publications.

Journal Articles

Wells, G. (1974) Learning to code experience through language. Journal of Child Language, 1: 243-269.

Wells, G. (1975) The contexts of children's early language experience. Educational Review, 27 (2): 114-25.

Wells, G. (1976) Comprehension: what it means to understand.  English in Education, 10 (2): 24-37.

Wells, G. (1977) Language use and educational success:  an empirical response to Joan Tough's
`The Development of Meaning'. Research in Education, 18: 9-34.

Wells, G. (1978) Talking with children:  The complementary roles of parents and teachers. English in Education, 12 (2): 15-38.

Wells, G. (1979) Describing children's linguistic development at home and at school. British Educational Research Journal, 5: 75-98.

Wells, G. (1979) The influence of the home on learning to read. Journal of Research in Reading, 2: 53-62.(with C. Moon).

Wells, G. (1979) Language, literacy and educational success. New Education, 1 (2): 23-34.

Wells, G. (1979) Adult-child discourse: outline of a model of analysis. Journal of Pragmatics, 3: 337-380.(with M.Montgomeryand M. MacLure).

Wells, G (1980) Researching children's writing development: the `Children Learning to Write Project'. Language for Learning, 2: 53-80.(with B. Kroll and D. Kroll)

Wells, G. (1980) Enabling factors in adult-child discourse. First Language, 1: 46-62. (with R. Ellis).

Wells, G. (1981) Some antecedents of early educational attainment. British Journal of Sociology of Education, 2: 181-200.

Wells, G. (1982) Story reading and the development of symbolic skills. Australian Journal of Reading, 5 (3): 145-52.

Wells, G. (1982) Language, learning and the curriculum.  Education 3-13, 10 (2): 17-29.

Wells, G. (1983) Talking and learning in the early years.  Early Child Development and Care, 11: 69-78.

Wells, G. (1983). Characteristics of adult speech which predict children's language development.  Journal of Child Language, 10: 65-84.(with S. Barnes, M. Gutfreund and D. Satterly).

Wells, G. (1984). Learning to talk and talking to learn. Theory into Practice, 23: 190-97. (with J. Wells).
 
 

B.  PUBLICATIONS FROM PROJECTS IN TORONTO

(1984-2000)

Books

Wells, G. and Chang-Wells, G.L. (1992) Constructing knowledge together: Classrooms as centers of inquiry and literacy. Portsmouth, NH: Heinemann.

Wells, G. et al. (1994) Changing schools from within: Creating communities of inquiry. Toronto: OISE Press; Portsmouth, NH: Heinemann.

Wells, G. (1999) Dialogic inquiry: Towards a sociocultural practice and theory of education.  New York: Cambridge University Press.

Wells, G. (Ed.) (2001) Action, talk, and text: Learning and teaching through inquiry.  New York: Teachers College Press.

Book Chapters

Wells, G. (1986) Styles of interaction and opportunities for learning.  In Cashdan, A. (Ed.), Teaching Reading. Oxford: Blackwell.

Wells, G. (1986) Language, learning and teaching: helping children to make knowledge their
own.  In F. Lowenthal and F. Vandamme (Eds.) Pragmatics and Education . pp.57-80. New York: Plenum Press.

Wells, G. (1988) Stories are for understanding.  In Barton, R. (Ed.), Using Books with Children. Ontario Ministry of Education.

Wells, G. (1988) The literate potential of collaborative talk. In M. MacLure, T. Phillips & A. Wilkinson (eds.) Oracy Matters. Milton Keynes, UK: Open University Press. (with G.L. Chang)

Wells, G. (1990) Creating classroom communities of literate thinkers.  In S. Sharan (Ed.) Cooperative Learning: Theory and research. New York: Praeger.(with G.L. Chang and A. Maher)

Wells, G. (1992) The centrality of talk in education.  In K. Norman (Ed.) Thinking voices:  The reader of the National Oracy Project . London:  Hodder and Stoughton for the National Curriculum Council.

 Wells, G. (1993) Dynamics of discourse: Literacy and the construction of knowledge.  In E. Forman, N. Minick and A. Stone (Eds.), Contexts for Learning: Sociocultural Dynamics in Children's Development. New York: Oxford University Press, pp.58-90, (with G.L. Chang).

 Wells, G. (1993) Intersubjectivity and the construction of knowledge.  (trans. in Italian).  In C. Pontecorvo (Ed.), La Condivisione della Conoscenza.   Rome: La Nuova Italia, pp. 353-380.

 Wells, G. (1994) Writing, reading, talking and thinking: Literacy in the schools.  In S.B. Straw and L.E. Atkinson (Eds.), Social Reflections on Writing.  Winnipeg: Literacy Publications.

Wells, G. (1996), Profesores e investigacion (Teachers and Research). In A. Alvarez (Ed.) Que pasa cotidianamente en la escuela? Madrid: Cultura y Educacion (Available in English).

Wells, G. (1997) Learning to be literate: Reconciling convention and invention. In S.I. McMahon and T.E. Raphael et al.  (Eds.) The Book Club connection .  New York: Teachers College Press, 1997, pp. 107-116.

Wells, G. (1997) A sociocultural perspective on classroom discourse.  In B. Davies & D. Corson (Ed.) The Encyclopedia of Language and Education, Vol.3. Oral discourse and education.  Dordrecht, NL: Kluwer Academic Publishers, pp. 21-30 (with E. Measures and C. Quell).

Wells, G. (1997) From guessing to predicting: Progressive discourse in the learning and teaching of science. In C. Coll and N. Mercer (Eds.). Teaching, learning and classroom discoure: Approaches to the study of educational discourse. Madrid: Fundacion Infancia y Aprendizaje (pp. 67-87.

Wells, G. (1997) Modes of discourse for living, learning and teaching. In S. Hollingsworth (Ed.) International Action Research and Educational Reform. Philadelphia: Falmer Press, pp.147-156 (with G.L. Chang-Wells).

Wells, G. (1997) Aprendizaje y enseanza en la zona de desarrollo proximo (Teaching and learning in the zone of proximal development). In A. Alvarez (Ed.) Hacia un curriculum cultural: La vigencia de Vygotski en la educacion . Madrid: Fundacion Infancia y Aprendizaje, pp. 55-76 (with B. Galbraith and M.A. Van Tassell). (Available in English).

Wells, G. and Chang, G.L. (1997). "What have you learned?": Co-constructing the meaning of time. In J. Flood, S. Brice-Heath and D. Lapp (Eds.) A Handbook for Literacy Educators: Research on Teaching the Communicative and Visual Arts. New York: Macmillan.

Wells, G. (1998). Conversations in and out of role. In: D. Booth & J. Neelands (Eds.) Writing in role: Classroom projects connecting writing and drama. Hamilton, ON: Caliburn Enterprises (with R. Cox).

Hume, K. and Wells, G. (1998) Making lives meaningful: Extending perspectives through role play. In B.J. Wagner (Ed.) Building communities through drama . Norwood, NJ: Ablex.

Wells, G. (2000) Dialogic inquiry in education: Building on Vygotsky's legacy. Invited presentation at NCTE, Detroit, November 1997. In C.D. Lee and P. Smagorinsky (Eds.) Vygotskian Perspectives on Literacy Research . Cambridge University Press.
 
Wells, G. (2000) From action to writing: Modes of representing and knowing. In J. W. Astington (Ed.), Minds  in the making. Oxford: Blackwell Publishers.

Wells, G. (2001) The development of a community of inquirers In G. Wells (Ed.) Action , talk, and text: Learning and teaching through inquir y. New York: Teachers College Press, (pp. 1-22)..

Wells, G. (2001) Learning to pay attention to other modes of meaning making.  In G. Wells (Ed.) Action , talk, and text: Learning and teaching through inquiry. New York: Teachers College Press, (pp. 78-96).

Wells, G. (2001) The case for dialogic inquiry.  In G. Wells (Ed.) Action , talk, and text: Learning and teaching through inquiry. New York: Teachers College Press, (pp. 171-194).

Journal Articles

Wells, G. (1987) Apprenticeship in literacy.  Interchange, 18 (1/2 ): 109-23.

Wells, G. (1988) Creating communities for literacy development.  Australian Journal of Reading, 11 (2).

Wells, G. (1989) Language in the classroom: literacy and collaborative talk. Language and Education, 3 (4): 251-274.

Wells, G. (1990) Talk about text: where literacy is learned and taught. Curriculum Inquiry,20 (4): 369-405.

Wells, G.  (1992) Learning and teaching in signed English. First Language, 12: 147-156.

Wells, G. (1993) Reevaluating the IRF Sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education, 5 (1): 1-38.

Wells, G. (1993) Working with a teacher in the zone of proximal development: Action research on the learning and teaching of science. Journal of the Society for Accelerative Learning and Teaching, 18: 127-222.

Wells, G. (1994) The complementary contributions of Halliday and Vygotsky to a "language-based theory of learning". Linguistics and Education, 6 : 41-90.

Wells, G. (1995) Language and the inquiry-oriented curriculum. Curriculum Inquiry, 25 (3): 233-269.

Wells, G. (1996) Using the tool-kit of discourse in the activity of learning and teaching. Mind, Culture and Activity, 3 (2): 74-101.

Wells, G. (1996) Can the linguistic interdependence theory support a bilingual-bicultural model  of literacy education for the deaf? Journal of Deaf Studies and Deaf Education, 1: 93-107, (with C. Mayer)

Wells, G. (1996) Co-constructing meaning: Some roles for research in education. English International.

Wells, G. (1997) Doing, writing, and talking science: "The development of scientific concepts" revisited. Journal of Foreign Psychology, (in Russian translation. Available in English).

Wells, G.  (1998) Some questions about direct instruction: Why? To whom? How? and When? Language Arts, 76, (1): 27-35.

Wells, G.  (1999) Reconceptualizing education as dialogue. Annual Review of Applied Linguistics, 19: 135-55.

Wells, G.  (2000) Modes of meaning in a science activity.  Linguistics and Education, 10 (3): 307-334.

Haneda, M and Wells, G. (2000) Writing in knowledge building communities. Research in the Teaching of English, 34 (3): 430-457.


 

C.  PUBLICATIONS FROM UC SANTA CRUZ

(2000 - Present)


Books

Wells, G and Claxton, G. (Eds.) (2002) Learning for life in the C21st: Sociocultural perspectives on the future of education  Oxford: Blackwell Publishers.

Wells, G. (2009) The Meaning Makers: Learning to talk and talking to learn (second edition). Bristol, UK: Multilingual Matters.
 

Book Chapters

Wells, G. and Claxton, G. (2002)   Introduction: Sociocultural perspectives on the future of education. In G. Wells & G. Claxton (Eds.) Learning for life in the 21st century: Sociocultural perspectives on the future of education.  Oxford: Blackwell.

Wells, G. (2002) 15. Inquiry as an orientation for learning, eaching and teacher education. In G. Wells & G. Claxton (Eds.) Learning for life in the 21st century: Sociocultural perspectives on the future of education.  Oxford: Blackwell.

Wells, G.  (2000).  Dialogic inquiry in education: Building on the legacy of Vygotsky.  In C.D. Lee and P. Smagorinsky (Eds.) Vygotskian perspectives on literacy research.  New York: Cambridge University Press, (pp. 51-85).

Wells, G. (2002) Dialogue about knowledge building.  In B.Smith (Ed.) Liberal education in a knowledge society.  La Salle, IL: Open Court. 

Wells, G. (2002)  Learning and teaching for understanding: The key role of collaborative knowledge building. In J. Brophy (Ed.) Social constructivist teaching:  Affordances and constraints. Advances in Research on Teaching, Vol. 9. Elsevier/JAI.

Wells, G. (2003) Los niños se alfabetizan hablando. (Children talk their way into literacy.) In  J.R. García (Ed.) Enseñar a escribir sin prisas… pero con sentido (pp. 54-76),.Sevilla, Spain: Publicaciones del M.C.E.P.

Wells, G. (2003 Action, talk and text: Integrating literacy with  other modes of making meaning. In E. Bearne, H. Dombey & T. Grainger (Eds.) Classroom interactions in  literacy . Milton Keynes, UK: Open University Press.

Wells, G. (2004) Creating and improving a "virtual object" through web-mediated discourse. In R. Ottewill, L. Borredon, L. Falque, B. Macfarlane and A. Wall (Eds.) Educational innovation in economics and business VIII: Pedagogy, technology and innovation. Dordrecht, NL: Kluwer

Wells, G. and Haneda, M. (2005) Extending the instructional conversation. In  C.R. O’Donnell & L. Yamauchi (Eds.) Culture and context in human behavior and change: Theory, research, and applications (pp. 151-178), New York: Peter Lang.

Ash, D. & Wells, G. (2006). Dialogic inquiry in classroom and museum: Actions, tools and talk. In Z.Beckerman, N.C. Burbules& D. Silberman-Keller (Eds.) Learning in Places: The Informal Education Reader (pp.35-54). New York, NY: Counterpoints.

Wells, G. (2006) The language experience of children at home and at school. In J. Cook-

Gumperz (Ed.) The social construction of literacy (second edition). (pp. 76-109) Cambridge: Cambridge University Press.

Wells, G. (2007) Talking about text: using and learning literacy. In N. Joseph, H. Mol & K. Powell (Eds.) Literacy in ELT: The role of the YL professional in developing reading and writing. (pp. 17-44) Canterbury, UK: International Association of Teachers of English as a Foreign language (IATEFL).

Wells, G. and Ball, T. (2008) Promoting exploratory talk through dialogic inquiry. In N. Mercer, & S. Hodgkinson Exploring Talk in School, (pp. 130-143). London: Sage.

Wells, G and Ball, T. (2008) Understanding: The purpose of education. In C. Nygaard & C. Holtham (eds.): Understanding Learning-Centred Higher Education (pp. 51-76). Frederiksberg,  Copenhagen: CBS Press.

Wells, G. (2008 Dialogue, inquiry, and the construction of learning communities. In B. Lingard, J. Nixon and S. Ranson (Eds.) Transforming Learning in Schools and Communities (pp. 236-256). London: Continuum.

Wells, G. (2009) Researching together: Collaborative action research in schools and universities. In B. Somekh & S. Noffke (Eds.) Handbook of Educational Action Research. London: Sage.

       

Wells, G. (2009) The social context of language and literacy development. In O.A.

Barbarin, P. Frome,  & D. Marie-Winn (Eds.) The Handbook of Child Development and Early Education (pp. 271-302). London: Sage.

 



Journal Articles

Nassaji, H. and Wells, G. (2000) What’s the use of triadic dialogue?: An investigation of teacher-student interaction. Applied Linguistics, 21 (3) : 376-406. 

Wells, G. (2001) Improving the quality of education for life in the 21st century. (Published in Spanish translation)

Wells, G. (2002) The role of dialogue in activity theory. Mind, Culture, and Activity, 9(1), 43–66.

Wells, G.  (2002) Responding in interviews and tests: Children learning to participate in  the activity of evaluation. Human Development, 45: 187-193.

Wells, G. (2003) Lesson plans and situated learning-and-teaching. Journal of the Learning Sciences, 12(2): 265-272.

Wells, G. (2003) La importancia  del habla en la educación. (The importance of talk in education.) Cooperación Educativa, 68: 15-19.

Wells, G.  (2004) La unión de las dimensiones sociales, intelectuales y afectivas de la educación para transformar la sociedad. (Reuniting the social, intellectual and affective strengths of education in order to transform society.)  Aula de Innovación Educativa, 131: 51-55.

Wells,  G. (2004) Narrating and theorizing activity in educational settings. Mind, Culture, and Activity, 11(1): 70-77.

Wells, G.  (2004) El papel de la actividad en el desarrollo  y la educación (The role of activity in development and education). Infancia y Aprendizaje, 27(2): 165-187.

Wells, G. (2004) To be human is to understand conspecifics as beings like ourselves. Review of Tomasello (1999). The Cultural Origins of Human Cognition. Mind, Culture, and Activity, 11 (4): 301-306.

Wells, G. and Mejía  Arauz, R. (2005) Hacia  el diálogo en el salon de clases: enseñanza y aprendizaje por medio de la indagación. Sinética, 26 separata 1-19. Published in English as: Toward dialogue in the classroom: Learning and teaching through inquiry. Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano, Working Papers on Culture, Education and Human Development, 1(4): http://www.uam.es/otros/ptcedh/

Wells, G. and Mejía Arauz, R. (2006) Dialogue in the classroom. Journal of the Learning Sciences, 15(3): 379-428.

Wells, G. (2006) Review of Cole, M., K. Levitin, & A. Luria (2005).  The Autobiography of Alexander Luria: A Dialogue with The Making of Mind. Human Development 49:358-362.

Wells, G. (2006) Monologic and dialogic discourses as mediators of education. Research in the Teaching of English, 41(2):168-175.

Ball, T. and Wells, G. (2006). Walking the talk: The complexities of teaching about teaching. International Journal of Teaching and Learning in Higher Education, 18 (3): 188–203.

Wells, G. (2007). Learning from the analysis of teacher–student interaction in inquiry oriented education. Cultural Studies of Science Education, 2(1): 151-170.

Hiruma, F., Wells, G. and Ball, T. (2007). The problem of discourse in activity. Actio: An International Journal of Human Activity Theory,1: 93-114.

Wells, G. (2007) The mediating role of discoursing in activity. Mind, Culture, and Activity, 14(3): 160-177.

Wells, G. (2007) Semiotic mediation, dialogue, and the construction of knowledge. Human Development, 50: 244-274.

Wells, G. (2007) Who we become depends on the company we keep and on what we do and say together. International Journal of Educational Research, 46 (1/2): 100-103.

Haneda, M. and Wells, G.  (2008) Learning an additional language through dialogic inquiry . Language and Education 22 (2): 114-136.

Wells, G. (2008) The interdependence of experience, meaning and memory in development: A review of Katherine Nelson’s, Young minds in social worlds. Mind, Culture and Activity, 15 (2):

Wells, G. (2008). Learning to use scientific concepts. Cultural Studies of Science Education 3 (2). 326-347.

Ball, T. and Wells, G. (2009). Running cars down ramps: Learning about learning over time. Language and Education 23 (4) 1-20.

Wells, G. (2009) Community dialogue: the bridge between individual and society. Language Arts 86 (4) 290-301.

Wells, G. and Haneda, M. (2009) The contribution of inquiry to second language learning. Cultura y Educacion, 21(2) 141-156.

Wells, G. (2010) Schooling: the contested bridge between individual and society. Pedagogies: An International Journal, 5: 37-48.



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