European Parliament Library

Dialogic pedagogy, discourse in contexts from pre-school to university, edited by Anne Thwaite, Alyson Simpson and Pauline Jones

Mapped to
Dialogic pedagogy, discourse in contexts from pre-school to university, edited by Anne Thwaite, Alyson Simpson and Pauline Jones
Bibliography note
Includes bibliographical references and index
index present
Literary form
non fiction
Main title
Dialogic pedagogy
Nature of contents
Oclc number
Responsibility statement
edited by Anne Thwaite, Alyson Simpson and Pauline Jones
Series statement
Routledge Research in Education Series
Sub title
discourse in contexts from pre-school to university
"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"--, Provided by publisher
Table of contents
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 statementReferences -- 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 -- AcknowledgementsEthics 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 contextsChapter 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 understandingConstructing 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