Interactive or dialogic teaching? The case of the 'inspirational' teacher

In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be a way to promote and develop it among children and adolescents. We define cultural literacy as a set of attitudes (inclusion, tolerance, and empathy) and skills (dialogic argumentation) needed to understand others in our everyday lives. This paper focuses on the effect of a professional development programme to promote dialogue and argumentation to help children and adolescents overcome pre-existing stereotypes and prejudices and foster students’ participation in discussions that contrast divergent viewpoints. This was done through debates on social responsibility issues, living together, and belonging as presented in books and short films addressing the following topics: citizenship, the celebration of diversity, democracy, globalisation, human rights, cooperation, sustainable development, and climate change. After the professional development programme was implemented, we video-recorded two of the 15 student–teacher interaction sessions during the project’s implementation (session #3 and session #8). We analysed the data using a validated coding scheme across three educational levels (three preschool, four primary school, and four secondary school classrooms). We observed moderate gains in secondary education and preschool, but statistically significant gains in primary education.

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Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context

Language Teaching Research ◽

10.1177/1362168821994142 ◽

2021 ◽

pp. 136216882199414

Author(s):

Maite Santiago-Garabieta ◽

Rocío García-Carrión ◽

Harkaitz Zubiri-Esnaola ◽

Garazi López de Aguileta

Keyword(s):

Second Language ◽

Language Learning ◽

Teaching And Learning ◽

Linguistic Diversity ◽

Linguistically Diverse ◽

Educational Systems ◽

Language Of Instruction ◽

Dialogic Teaching ◽

Collaborative Interactions ◽

Diverse Context

The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.

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Dialogic teaching of controversial public issues in a Chinese middle school

Learning Culture and Social Interaction ◽

10.1016/j.lcsi.2021.100533 ◽

2021 ◽

Vol 30 ◽

pp. 100533

Author(s):

Yuchen Shi ◽

Xiaomin Shen ◽

Tao Wang ◽

Li Cheng ◽

Anchen Wang

Keyword(s):

Middle School ◽

Public Issues ◽

Dialogic Teaching

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The Impact of Dialogic Teaching on English Language Learnerss Speaking and Thinking Skills

SSRN Electronic Journal ◽

10.2139/ssrn.3094525 ◽

2017 ◽

Author(s):

Ishraga Bashir Mohammed Elhassan ◽

Mohammed Idris Adam

Keyword(s):

English Language ◽

Thinking Skills ◽

Dialogic Teaching ◽

The Impact

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Implications of Dialogic Teaching: Practices of and Reflections from English Language Teachers

Research Journal of Social Sciences and Economics Review (RJSSER) ◽

10.36902/rjsser-vol2-iss1-2021(375-381) ◽

2021 ◽

Vol 2 (1) ◽

pp. 375-381

Author(s):

Dr. Liaqat Iqbal ◽

Sahibzada Aurangzeb ◽

Farooq Shah

Keyword(s):

Teaching Practices ◽

English Language ◽

Classroom Practices ◽

Language Teachers ◽

Local Context ◽

Dialogic Teaching ◽

Social Entity ◽

English Language Teachers ◽

Negative Impacts ◽

And Control

Researches often endorse discussion, dialogues, and other learning tasks for the promotion of fluency, critical thinking, reasoning, and ability to evaluate and justifying. Keeping in view the Pakistani context, especially, the local context, it is not clear what type of classroom practices prevail in the region and what reflections teachers have about the use of such practices. Taking Bakhtin's and Vygotsky's ideas of dialogism and learning as a social entity, the present study aimed at knowing the teaching practices of English language teachers from the perspective of dialogic teaching and also at exploring how do teachers reflect on such a teaching approach. For this purpose, English Language Centers of district Mardan were taken as data sources where twenty classrooms were observed for classroom practices and the concerned teachers were interviewed for their reflections. It was found that the teachers use of dialogic teaching having positive and negative impacts. The positive impacts of dialogic teaching include creativity, thinking ability, confidence building, and other social impacts. It has little negative impacts that include challenges for the teachers in terms of behavior problems and control of talks.

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The power of dialogue and discovery

Problemy Wczesnej Edukacji ◽

10.26881/pwe.2018.42.12 ◽

2018 ◽

Vol 42 (3) ◽

pp. 113-122

Author(s):

Kalina Jastrzębowska

Keyword(s):

Teaching Methods ◽

Classroom Environment ◽

Group Work ◽

Mathematics Learning ◽

Learning Opportunities ◽

Innovative Teaching ◽

Dialogic Teaching ◽

The Relationship ◽

Academic Year ◽

Number Talks

Greater emphasis must be placed on activities that promote innovative teaching methods in early childhood mathematics education in Poland. Our classrooms offer algorithmic and rote teaching methods, depriving students of important elements of successful mathematics learning. The aim of this action research was to investigate the relationship between a classroom environment that allows for dialogue and discovery and young children’s input into problem solving. Teaching six classes of elementary school within one academic year gave the author the opportunity to examine how dialogic teaching combined with a growth mindset approach can transform the attainment of knowledge, understanding and skills of learners, and how modern practices like number talks, solving open-ended tasks and group work can unleash students’ potential and activate them as thinkers and reasoners. The results confirmed that students who are challenged and offered concept-based learning opportunities not only genuinely engage in their tasks, but also help each other with deeper understanding of the concepts. They can cooperate with teachers in the creation of a new classroom in which students’ voices are heard and discoveries take place.

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