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Can the interactive whiteboard help to provide ‘ dialogic space for children’s collaborative activity? / Neil Mercer, Paul Warwick, Ruth Kershner and Judith Kleine Staarman
// Language and education Vol 24 p367 - p384 This paper is based on a project investigating the use of interactive whiteboards (IWBs) as tools for children’s group-based learning in primary science. A series of science activities were designed with participating teachers, in which groups of three or four children used the IWB to access information, consider options, plan actions and make joint decisions. Of particular interest in this paper is whether the IWB helps to provide a shared ‘dialogic space’ for reasoned discussion, within which children are able to jointly access relevant information, share different points of view and achieve collective solutions to science-based problems. Our analysis is framed by notions of ‘dialogic teaching’, in which the relationship between the guiding role of the teacher and children’s active involvement in their own learning is highlighted. We offer some conclusions about the value of IWB technology for supporting children’s talk and collaborative activity, which may assist its use and development.
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Dialogic practices in primary school classrooms / Maria Virkki,...
// Language and education Vol. 33-No1/2019 2019p. 85-100 Research into classroom dialogue suggests that certain forms are especially productive for students’ learning. Despite the large number of studies in this area, there is inadequate evidence about the prevalence of the identified forms, let alone their productivity. However, scarcity is widely presumed. The overall aim of the study reported in this article was to examine the extent to which the forms are embedded within current practice in English primary schools. Video-recordings of two lessons from each of 36 classrooms formed the database, with two subjects from mathematics, English and science covered in each classroom. Each lesson was coded per turn for the presence of ‘dialogic moves’ and rated overall for the level of student involvement in specified activities. Results revealed that the supposedly productive forms were not always as scarce as sometimes presumed, while also highlighting huge variation in their relative occurrence. They also point to the role of professional development (PD) for teachers in promoting use of some forms.
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Dialogic teaching: talk in service of a dialogic stance / Maureen Patricia Boyd and William C. Markarian
// Language and education 2011, Vol25, N.6 2011p. 515-534 We consider what it means to be a dialogic teacher as characterized by Paulo hrcirc and Robin Alexander, and utilizing discourse analysis, we explicate how one elementary teacher’s talk reflects these characteristics. We provide context for and analysis of a seven-minute discussion selected as a cumulative achievement the focal nine-year-olds are capable of after a year’s exposure to dialogic teaching. These students explored many authors’ stereotypical treatment of orphanages as a common setting in children s literature and considered how it impacted character development and the readers predis-position toward characters. We explore the role the teacher played to mobilize students everyday knowledge, listen attentively as students grappled with ideas, and then anchor his questions and comments in students’ contributions. Using talk in this way, he was able to negotiate school knowledge, specifically literate talk, and effectively connect it to what his students already knew. We highlight the concept of dialogic stance and argue that it is not isomorphic with the way a particular utterance is syntactically structured It is rather a function of how patterns of talk may open up discourse space for exploration and varied opinions, and how teacher- and student decision-making about content is presented and discussed
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Enacting dialogue: the impact of promoting Philosophy for Children on the literate thinking of identified poor readers, aged 10 / Philip Jenkins and Sue Lyle
// Language and education 2010, Vol 24, N.6 2010p. 459 - 472 The Philosophy for Children in Schools Project (P4CISP) is a research project to moni¬tor and evaluate the impact of Philosophy for Children (P4C) on classroom practices. In this paper the impact of P4C on the thinking skills of four children aged 10 is examined. Standardised tests indicated the children had below-average reading ages. The pupils were video recorded while engaged in discussion of questions they formulated them¬selves in response to a series of texts in preparation for a community of philosophical enquiry. Group discussions were analysed, paying attention to verbal and non-verbal communication. We argue that reading scores do not necessarily indicate inability tc engage in literate thinking. When dialogic approaches are used and pupils are givei opportunities to work in small groups to formulate their own questions and evaluat their potential for generating enquiry, they demonstrate their ability to use higher-orde language skills. Dialogic approaches can challenge the hegemonic impact of standarc ised testing that dominates modem schooling. A dialogic approach to teaching lister to pupil voice and has the potential to change how adults view children and contribu to an epistemological paradigm shift away from positivism towards dialogism
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