Taking a dialogic approach, this edited book engages in analysis and description of dialogic discourse in a number of different educational contexts, from early childhood to tertiary, with an international team of contributors from Australia, Finland, New Zealand and the United Kingdom. The chapters focus mostly on dialogic face-to-face discourse, with some examples of online interactions, and feature insights from educational linguistics, particularly the work of Michael Halliday.
While the contributors come from a range of theoretical backgrounds, they all share an interest in language in use and engage in close analysis of transcripts of naturally-occurring interaction. Taking inspiration from Alexander and other theorists, they employ a fine-grained and analytic approach to the exploration of their data. The authors make use of the linguistic tools and models of language in society, in order to examine the turn-by-turn unfolding of the interaction. The authors relate their insights from disparate forms of linguistic analysis to elements of Alexander’s (2020) dialogic framework, situating the discourse in its contexts and discussing the pedagogical implications of the linguistic choices at play.
In presenting this work from a range of situations and perspectives, the authors strive to demonstrate how dialogic discourse plays out in educational contexts across the world. The book aims to foster further research in this direction and to inspire educators to explore dialogic discourse for themselves. It will be of interest to a wide audience, including literacy researchers, linguists, teachers and teacher educators, as well as graduate students.
Author(s): Anne Thwaite, Alyson Simpson, Pauline Jones
Series: Routledge Research in Education
Publisher: Routledge
Year: 2023
Language: English
Pages: 281
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of tables
List of figures
List of contributors
Part 1: Theoretical framework
Chapter 1: Research into dialogic pedagogy through the lens of educational linguistics
Introduction
Section 1 – Dialogic pedagogy through the lens of educational linguistics
Section 2 – Our approach to classroom discourse studies
Section 3 – Overview of the book
Early childhood
Primary
Secondary
Tertiary
References
Chapter 2: Classroom discourse analysis
Discourse analysis
Background
Lessons, transactions and exchanges
Speech function
Exchange structure
Functional classroom discourse analysis
Functional multimodal discourse analysis
Conversation analysis
Other approaches
References
Part 2: Dialogic pedagogy in Early Childhood contexts
Chapter 3: Perceiving, labelling and knowing: Mediating educational meanings through multimodal dialogue in Montessori early years classrooms
Introduction
The three-period lesson: a blueprint
The first period: association
The second period: recognition
The third period: recall
From recitation to multimodal dialogue
Association: first period dialogue
Recognition: second period dialogue
Recall: third period dialogue
Using knowledge gained in the naming lesson
The provenance of the Montessori three-period lesson
The Montessori naming lesson as multimodal dialogue
Sample lesson 1: Naming the Geometric Solids
Sample lesson 2: Naming types of angles
Conclusion
Note
References
Chapter 4: The contribution of ‘sustained shared thinking’ to successful literacy transitions in English curriculum
Introduction
The context
The analytic framework
Findings
Discussion and conclusion
Ethics statement
References
Chapter 5: “We’re going to do it together”: Dialogic discourse with young children in Western Australia
Introduction
Context
Context 1
Context 2
Context 3
Research question
Key concepts used in the chapter
Data
Method and analysis
Exchange structure
Cohesion
Findings and examples
The collective principle
Explicit references to the children’s worlds
Inclusive pronouns
Terms of address and shared codes
The reciprocal principle
Consulting the children
Direct and indirect commands
Giving students agency
The supportive principle
Using explicit examples after an instruction
Monitoring student understanding and/or involvement
Praise and terms of endearment
Showing an interest in the students’ lives
The Cumulative principle
Unique style of each of the teachers
Language systems involved
Applications/implications
Ethics statement
References
Part 3: Dialogic pedagogy in Primary School contexts
Chapter 6: Dialogicality as embodied multimodal communication in primary schools: Christine Edwards-Groves and Christina Davidson
Introduction
Insights from social-practice theory
The study
The lesson as an interactive multimodal meaning-making event
Multimodality, sensemaking and the dialogic classroom
Potential impact of research
Acknowledgements
Appendix 6.A
References
Chapter 7: Scaffolding dialogue with marginalised students in the middle years
Introduction
Literature review
A brief description of our research site and study
Dialogic principles in learning about electric circuits
Principles to maintain positive affect
Principles for academic success
Extract 2: Ready to go
Principles realised to maintain social inclusion and academic success
Conclusion and implications
Acknowledgements
Ethics statement
References
Chapter 8: The changing patterns of classroom interaction: Teacher interventions in students’ creative collaboration in makerspaces
Introduction
Researching teacher interventions during students’ creative collaboration
The study
Research setting
Data analysis
Findings
Teacher intervention episodes
Teacher intervention strategies
Authoritative intervention strategy
Orchestrating intervention strategy
Unleashing intervention strategy
Discussion and conclusions
Acknowledgements
Ethics statement
References
Part 4: Dialogic pedagogy in Secondary School contexts
Chapter 9: Writing talk: Investigating metalinguistic dialogue about written texts
Introduction
Metalinguistic and dialogic talk about writing
Analysing collaborative group talk using deductive analysis
Analysing whole class talk using inductive coding
Analysing talk using the critical incident technique
Conclusion
Ethics statement
References
Chapter 10: Street Smarts: A developing critical thinking talk framework for adolescents
Introduction
Explanation of the Street Smarts model
Respect for Self
Respect for Reasons
Respect for Difference
Respect for Change
Present study
Method
Participants
Design and procedure
Teacher professional development
Teaching the Streets Smarts model
Results
Descriptive statistics
Discussion
Conclusion
Ethics statement
References
Chapter 11: When monologue isn’t: Towards a linguistic description of Alexander’s six principles
Introduction
Data and methodology
Method and results
Collective
Supportive
Reciprocal
Deliberative
Cumulative
Purposeful
Discussion
Conclusion
Ethics statement
References
Part 5: Dialogic pedagogy in Tertiary Education contexts
Chapter 12: Dialogic pedagogy: Blended learning in initial teacher education
Introduction
Teacher professionalism
Dialogic pedagogy
Research design
Participant demographics
Data collection setting
Data source
Analytic methods
Dialogic pedagogy
Register theory
Findings
Theme 1: The impact of teacher talk on knowledge co-construction through dialogue
Theme 2: The development of PSTs’ pedagogic content knowledge about dialogic teaching
Theme 3: The reframing of dialogic pedagogies in online learning
Field
Mode
Tenor
Discussion
Establishing a new classroom culture in ITE
The impact of online contexts on dialogic learning
Implications for practice and future research questions
Conclusion
Ethics statement
References
Chapter 13: A Dialogic Approach to Teacher Professional Development
Introduction
Informing Literature
The Participant Teachers
Research Design and Conduct
Findings
The Impact of University Experience on the NQTs’ Understanding of Interactive Culture
A Shared Language for Talking about Dialogic Teaching
The Challenge of Promoting Purposeful Talk
Concluding Remarks
Ethics statement
References
Chapter 14: Dialogic dimensions of seminars in higher education
Introduction
Context
Theoretical framing
Methodology
Research design and methods
Researcher positionality
Data analysis
Findings
Teacher A: Liberal Arts
Teacher B: Tourism management
Teacher C: Health psychology
Discussion and implications for practice
Ethics statement
References
Chapter 15: Collaborative knowledge building: The dynamic life of ideas in online discussion forums
Introduction
Theoretical framework
Sociocultural theory
Establishing a positive social space
Building collective understanding
Constructing new knowledge
Methods
The context
Findings
Forum 1
Forum 5
Ideas around talk
Discussion and concluding thoughts
Ethics statement
References
Part 6: Epilogue
Chapter 16: Epilogue
Notes
Appendix: Transcription conventions
Index
