Blurb:

Chapter 4 begins with an explanation of how history is recontextualized as a memory practice in secondary level history classroom interactions. Following this, I focus on the linguistic and visual resources for building historical evidentiality from an intertextual and intersemiotic perspective. Next I explore the negotiation of point of view through the discursive resources of dialogic contraction and dialogic expansion, also paying special attention to the further elaboration of the subsystem of ENGAGEMENT to better account for the building of evaluative prosodies axiologically and epistemically charged in the interaction.