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), mind-modelling offers a useful way for us to conceptualise how we think about and understand what’s going on in other people’s heads. Theory of Mind is typically associated in popular discourse with autism, but it’s actually got a much broader focus. In essence, having a ‘Theory of Mind’ can be understood as the awareness most humans intuitively – often unconsciously – have that other people have minds of their own, think things, and act and speak as a result of their thought processes. Theory of Mind also includes our knowledge that other people can’t see…
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