Abstract
The central argument proposed in Chapter Three is that building a positive affective classroom climate is crucial for maximising learning. An historical overview of educational practices underscores this significance for classrooms that rely on interaction as sources of learning. Based on analyses of classroom talk, the concept of an ideal pedagogic subject position is developed. How the teacher controls the framing of the classroom talk influences the affective climate and therefore the responsiveness of the students. Through a linguistic and multimodal analysis of classroom talk, an argument is made that a positive affective climate is foundational to shaping classroom contexts for effective learning involving semiotic mediation.
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