The functions of consonance and dissonance in the dialogue of secondary-level literacy coaching

Abstract

ABSTRACTThis multiple case study of literacy coaching with two secondary-level teachers of English language learners (ELLs) explored dialogical factors leading to changes in teachers’ thinking and practices. During coaching sessions, the coach and teacher engaged in video self-reflection and planning. Analysis centred on dialogue in one focal session for each teacher that led to changes associated with improved achievement for ELLs. By the end of the study, teachers included increased opportunities for student talk, relied more on evidence of student learning to inform instructional decisions and showed more nuanced self-evaluation. Two responsive conversational moves by the coach, revoicing and reconceptualising, led most directly to changes. Analysis showed that revoicing built consonance while reconceptualising introduced dissonance. These moves, informed by listening and context, capitalised upon the tension between consonance and dissonance and encouraged teachers to listen to themselves and make changes in thinking and practices.