The Three Domains for Dialogue: A framework for analysing dialogic approaches to teaching and learning

Abstract

This theoretical article focuses on the dialogic teaching literature in an effort to build an integrative framework. We deem this necessary amidst an expanding field that still lacks a common vocabulary and means for integrating and comparing available approaches. In the framework, three domains that are key in dialogic teaching are outlined: Teaching-learning, Instruments and Assumptions. These general domains comprise eleven more specific components that reflect key elements considered to play a role in underpinning, supporting and enacting dialogic teaching. We take the framework's components to analyse and compare Thinking Together and Accountable Talk, two well-developed approaches with extensive publications. We highlight the underlying aspects and key features of each approach, such as participant arrangement, talk tools and classroom norms. Finally, we speculate prospective uses of our framework in the field.