Dialogic teaching as distinct from ordinary classroom conversation¶

Theory · All theories
Evidence · 1 claim (1 for) · 2 studies (2 quant-synthesis), q3 · 1 of 2 report an effect size

Description¶

The forum reports Leung's (2014) distinction between the dialogic and conversational nature of classroom interaction and feedback, drawing on Alexander's (2008) term dialogic teaching. Dialogic teaching "encompasses not just any conversation, but an interaction that necessitates attention, engagement, and meaningful communication over time." Unlike an unchained conversation, a dialogue incorporates contextual values, long-term learning goals, targeted pedagogical questioning, critical thinking, argumentation, and an ongoing teacher-student relationship.

Design Implications¶

Context¶

Requirements¶

• Teachers must embed interaction in a continuing dialogue to promote successful classroom learning

Constraints¶

Target Learners¶

• classroom language learners

Target Learning Objectives¶

• meaningful communication and critical thinking through sustained dialogue

Claims¶

• Dialogic Reading Improves Language Outcomes [+M]

Related Theories¶

• Dynamic assessment and the zone of proximal development as a framework for mediator-learner interaction

Examples¶

• Support Early Language Development
• Facilitating Discourse (Online)
• Discussion Prompt

Key Sources¶

• Dean, A. C. (2014). The Interactional Dimension of LOA: Within and Beyond the Classroom. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics. https://eric.ed.gov/?id=EJ1176847