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Abstract
This article is a response to the report from the national inspection of the role of reading and writing in teaching in Swedish schools carried out by the National Agency for Education in 1998. In the inspection report, ‘polyphony’, a way of thinking inspired by the work of Bakhtin, his coworkers and later his disciples, is central to an analysis of the teaching situation. In this article, the discussion about polyphony is extended with a discussion about the role of ‘dialogism’. It is argued that polyphony and dialogism play a central and significant role in the analysis and understanding of what it means to support and enrich students’ language development.
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