The dictée in multilingual contexts

Abstract

We examine a familiar classroom task: the dictation exercise or dictée. This apparently simple pedagogical practice occurs in a variety of language learning settings internationally. Using extracts from our multilingual research group members’ narratives and conversations, we explore dictation in six language contexts (Chinese, Japanese, Korean, Armenian, French and English). The narratives are organized into four themes: power issues in the classroom, conservative vs. innovative pedagogies, linguistic features, and implications. We raise questions about the relationships between literacy and student empowerment in different contexts.