In the previous post we introduced the concept of ‘mind-modelling’ (Stockwell 2009): the process by which we consciously and unconsciously construct what we think other people, characters or animals are thinking. If you like, you can read that post in full here. The most important point is that mind-modelling highlights that we only actually have… Continue reading Mind-modelling and Questions in the Classroom

In this post we are going to step back from the literature classroom specifically to explore what a concept from cognitive linguistics – mind-modelling – can offer to our understanding of classroom discourse, both in English and across the school. Mind-modelling (Stockwell 2009) Rooted in cognitive research on Theory of Mind (Premack and Woodruff 1978),… Continue reading Mind-modelling and classroom interaction