Dialogic Discourse Research Articles

Teacher Questioning for Engaging EMI: A Quest for the Holy Grail?

AbstractQuestions asked by teachers are vital to maintaining and sustaining learner engagement. In Hong Kong secondary classrooms where English is used as the medium of instruction (EMI), productive teacher questioning is key to promoting both language and content learning. Drawing on classroom observations and in-depth interviews, this study investigated the questioning practices of two teachers from EMI schools in Hong Kong. Quantitative and qualitative analyses of the data revealed that the teachers adopted different approaches to questioning. Their questioning practices can be captured by a dynamic model of two intersecting dimensions: cognitive demand (lower- and higher-order questions) and interactional orientation (authoritative and dialogic discourses). The findings of this study support the notion of teacher questioning as pedagogy and demonstrate how productive teacher questioning can mediate learner engagement. A guiding framework is proposed for productive teacher questioning that relies on the synergistic combination of cognitive demand and interactional orientation.

This Course Is Ungraded: The Impact of Ungrading Practices on Students and Their Instructor

The researcher studied ungrading practices in an introductory course on emergent language and literacy in the early years for undergraduate students interested in pursuing careers as classroom teachers at an urban public college in the northeast United States. Based on the Scholarship of Teaching and Learning (SoTL), the researcher applied self-efficacy and reflective teaching theories to address how a course designed with ungrading practices impacted students' self-efficacy and the researcher as a reflective teacher. The researcher used mixed methods to analyze data. Findings show that students' participation presented a calibration of dynamic interaction between personal, behavioral, and environmental factors. Findings also show how integral it was to build a supportive learning community to develop students' self-efficacy. Ungrading practices created conditions for a humanizing pedagogy. The researcher applied an ethics of care that diminished power over students and instead emphasized power with students. This shift in power enabled dialogic discourse that informed responsive teaching and reflective practice. Rather than best practices, a course designed with ungrading practices is deeply contextual and requires an inquiry stance.

Getting it off your soul: transformative conversations for processing traumatic experiences

ABSTRACT Emergency workers are confronted with trauma as an essential part of their work. Learning how to moderate the impact and coping with traumatic experiences is at the center of this study. The researchers empirically chart ways that emergency workers cope with trauma, process and integrate these experiences, and describe what supports their learning. Findings suggest a need to engage in alternative forms of communication, differentiating between professional and emotional feedback in order to foster transformative learning. The study reveals two different, complementary ways to constructively communicate, each with its own architecture: structured debriefs and transformative conversations. Mezirow borrowed from Habermas’s idea of rational discourse in dialogue, some of which is seen in debriefs, wherein emotions are set aside in the intensity of the moment in favor of processing facts and identifying decisions and actions for the future. In transformative conversations, by contrast, emergency workers seek to understand their inner selves and make meaning of their experiences. The research shows that certain conditions for transformative conversations need to be in place in order to work through emotions and unblock cognition by recognizing and working through affect, emotion, and potential vicarious trauma. This qualitative analysis derives from 57 reflective writings collected from paramedics and firefighters.

Revisiting Conversation Discourse for Dialogue Disentanglement

Dialogue disentanglement aims to detach the chronologically ordered utterances into several independent sessions. Conversation utterances are essentially organized and described by the underlying discourse, and thus dialogue disentanglement requires the full understanding and harnessing of the intrinsic discourse attribute. In this paper, we propose enhancing dialogue disentanglement by taking full advantage of the dialogue discourse characteristics. First of all, in feature encoding stage , we construct the heterogeneous graph representations to model the various dialogue-specific discourse structural features, including the static speaker-role structures (i.e., speaker-utterance and speaker-mentioning structure) and the dynamic contextual structures (i.e., the utterance-distance and partial-replying structure). We then develop a structure-aware framework to integrate the rich structural features for better modeling the conversational semantic context. Second, in model learning stage , we perform optimization with a hierarchical ranking loss mechanism, which groups dialogue utterances into different discourse levels and carries training covering pair-wise and session-wise levels hierarchically. Third, in inference stage , we devise an easy-first decoding algorithm, which performs utterance pairing under the easy-to-hard manner with a global context, breaking the constraint of traditional sequential decoding order. On two benchmark datasets, our overall system achieves new state-of-the-art performances on all evaluations. In-depth analyses further demonstrate the efficacy of each proposed idea and also reveal how our methods help advance the task. Our work has great potential to facilitate broader multi-party multi-thread dialogue applications.

A importância do aprofundamento teórico-metodológico na formação docente e nas produções de materiais didáticos dialógicos no curso de Letras

The Bakhtinian approach has been present in Brazilian official curricular documents since the 1990s. However, its pedagogical appropriation has been guided by the linguistic structure to the detriment of social interaction (Faraco, 2009), demanding efforts in Portuguese school subject teacher training. In this article, the objective is to show how the dialogic discourse theory deepening can contribute to teaching materials production, based on Portuguese language major training experience at the University of São Paulo in 2020. In this experience, the theoretical-methodological approach includes the concepts of speech genres (Bakhtin, 2016 [1952-1953]) and theme (Volóchinov, 2018 [1929]) and on the production of didactic proposals aligned with the Base Nacional Comum Curricular (BNCC) (Brasil, 2018) and with the Sustainable Development Goals (SDGs) (Unesco, 2017). In this work, we analyze the proposal “Gênero do discurso e produção de texto: editorial” [“Speech genres and text production: editorial”], identifying the authors' observance of Bakhtinian discursive referents: i) sphere/field of human activity; ii) speech genre; iii) its relative stability; iv) multiple voices in statements; v) thematic totality. The results indicate dialogical quality in the material with the presence of elements that express social dynamics, confirming the relevance of theoretical deepening and its practical application in undergraduate teacher training.

Alteridade e exclusão: o olhar para o outro no poema e na narrativa

This article aims to present two text analytical exercises from the artistic-literary sphere that address increasingly necessary and urgent themes to discuss in the classroom: refugees and black women, minorities that are still absent from many curricula. The analytical exercises of the poem “Army (chusma) of black roses” (2017), written by Cristiane Sobral, and the narrative Two boys of Kakuma (2018), written by Marie Ange Bordas, serve as a proposal for reading activities with students in the final years of elementary education, as they deal with relationships of otherness. These exercises are based on the perspective of Dialogical Discourse Analysis (Brait, 2008), originating from the extensive work on Mikhail Bakhtin and the Circle, in which the other is constitutive of the self. The theoretical foundation is based on the self-other relationship posited by Bakhtin, ([1920/24] 2020) and the concept of otherness (Amorim, 2004). As a result, in our analyses, we point out the centers of values present in literary texts based on the relationship between self and other and, through linguistic-discursive analysis, we lead readers to reflect on themselves and their other.

The Existence of Islam in The Face of Homogenization in Indonesia

A dialogic discourse suggests that globalization has marginalized the existence of religion. Religion no longer has the opportunity to address public issues. This is evident in the reality that globalization has shifted local values, including religion, and replaced them with homogenized values. Islam, as one of the world's religions, is aware that it has entered the global stage of preaching. Revitalization is one of Islam's efforts to face the challenges of the times. This article will address how Islam, as one of the world's largest religions, maintains the existence of its teachings and responds to the impact of globalization, namely homogenization. Several Western futurologists such as John Naisbitt, a scholar like John L. Esposito, and religious ideologists like Al-Maududi contribute their thoughts to this study. Using literature analysis, the author maps out the constructs of thought and responses of the Islamic community to globalization. In this context, there are differing perspectives between two groups. On one side, there are those who view homogenization negatively, believing it could destroy the existence of religion, while others believe that homogenization is not a threat but rather a motivation for Islam to maintain its existence.

HISTORICAL VARIATION OF THE EXPRESSIVE PERFORMATIVE SPEECH ACT OF APOLOGY IN THE GERMAN-LANGUAGE DIALOGIC DISCOURSE OF THE XVXXI CENTURIES

The article is devoted to the study of the historical dynamics of expressive speech acts of performative forms in the German dialogical discourse and defining diachronically permanent and variable characteristics of expressive performative acts. Historical changes in expressive performative speech acts include performative verbs and their pragmatic markers. In the discourse of the XX-XXI centuries, the number of explicit performative verbs and markers with the semantics of apology decreases, while the frequency of implicit expressive performatives and expressive performative speech acts of apology in the metacommunicative function increases.

SEMANTIC AND PRAGMATIC MANIFESTATION OF MODALEM AND SPECIFICS OF DIALOGIC DISCOURSE TRANSLATION (based on the parallel corpus)

The article centers on the description of the category of subjective modality of dialogic discourse in terms of its semantic and pragmatic nature, exemplify the concept of modalem as a semantic marker of a verbal message, a means of expressing the subjective modality and a semantic quantum of the speaker’s remarks in a literary discourse. It alsо provides a semantic typology of modalems and illustrates the role of modalems with equivalent verbal content. The structure of dialogic discourse includes: producer – reference situation – remark – recipient. These are the components of communicative situation. The semantic load of such a communication conveys an obligatory modal aspect which is formed by the superposition of semantic and pragmatic coordinates. The process of subjectification (modalization) of the speaker’s remark in fictional discourse begins with the subjective view and perspective one of objective reality, described through a selected subjective mode of comprehension which represents the subjective modality of discourse. In other words, the subjective modal marking of discourse implies the speaker’s intention. Modalization is a complex process of including additional meanings onto the verbal information of a remark, determined by the author-producer’s intentions and their attitude towards the referential meaning. It serves as a pragmatic and axiological quantum of information that the producer embeds in their verbal message. The deciphering of modalem in the context of direct communicative interaction, as exemplified by the dialogic discourse of fictional prose, represents the semantic link that binds together “what the speaker said” and “what they meant to say” into a single semantic whole. For beginner translators, working with corpora for identifying the ways to convey modalems in different languages serves both a reliable basis for successful translation activities and an essential source for practicing interpreting and simultaneous translating.

The Rise of Interfaith Dialogue: Social Media, Youth, and Religious Inclusivity in Indonesia

<p class="06IsiAbstrak"><span lang="EN-GB">This paper investigates how interfaith dialogue discourse is now developing significantly with the role of social media and youth. Based on online research and virtual ethnography, this paper argues that creatively utilizing social media with involving youth as media-savvy is the main factor in significantly increasing the acceptance of interfaith dialogue discourse. In-depth content analysis with a focus on interfaith dialogue through YouTube podcasts reveals several strategies applied by the creator. This paper highlights several strategies, namely using hashtag and maximizing thumbnail, propagating podcasts with clickbait titles, consistenly uploading content, and connecting with other platforms. In addition, youth involvement also plays an important role in achieving significant interfaith dialogue such as by engaging them with humor and comedy, eye-catching appearance and millennial style, and visual persuasion. Finally, great acceptability achieved by interfaith podcasts on youtube has proven the existence of religious inclusivity in Indonesia.</span></p>

L1 as a Tool for Dialogic Discourse in an ESL Classroom during Pre-Writing Stage

This descriptive-qualitative study investigated L1 functions in the pre-writing stage in the L2 context. It explored how L1 in the pre-writing stage built dialogic engagement as a form of empowerment necessary to engage in L2 writing. Grade 8 students conducted community interviews to gather local and national issues needed to elicit small group pre-writing discussions. Guided by the sociocultural theory of learning by Vygotsky and the dialogic model of Alexander (2010), results revealed that the speakers' L1 has significant roles in L2 writing. These identified classroom L1-supported discourses further build dialogic engagement among the participants, showing their empowered roles through problem-posing, referencing, reflecting, and problem-solving. Such L1-dialogic engagement further allows learners to penetrate social realities, which helps them to build critical awareness of their society. Data open implications for teaching English, specifically promoting critical language pedagogy in second language learning.

Justifying the position and implementation of English language education in Finland: ‘Circling around hot porridge’?

ABSTRACT This paper addresses ‘distractions’ in the way English language education is discussed and practiced in one of the most debated systems of education in the world today: Finnish primary education. Distractions are considered as ‘makers of disturbance’ in educational ideologies by the authors. Examining the 2014 National Core Curriculum and positionings in relation to languages available in schools through an inductive textual as well as a dialogical discourse analysis, this paper shows that English dominates Finnish primary education under the influence of different economic-political and global reasons. Contradictions around the values of, e.g. equality, justice and access to knowledge are identified. Focusing on ideologies (‘orders’, ‘agendas’ and ‘windscreens’), the polysemy and ‘fuzziness’ of many of these ‘unquestionable’ values and expected outcomes associated with both education and English are found to also represent major distractions in Finland. By urging pupils to focus on themselves, their ‘community’ and culture, the media and (marginally) the market, important problems posed by the omnipresence of English are ignored such as neo-colonialism and a lack of epistemic diversity. English also seems to be presented as ‘problem-free’, a-political, a mere tool for communication, thus reinforcing the status quo.

Interdependency and Change: God in the Chinese Theology of Xie Fuya (1892–1991)

Xie Fuya (1892–1991), a major Chinese Christian thinker, has contributed much to the development of Sino-theology. However, his work has yet to receive the recognition it deserves. As a thinker who is well-versed in both Chinese and Western philosophies while dedicating himself to the exploration of the philosophy of religion, Xie presents a dual feature in his writings. On the one hand, his work engages in a dialogical discourse between Eastern and Western philosophies. On the other hand, his writings represent an ambitious attempt to interpret traditional Chinese philosophical tenets within the context of Christian theology, transverse from the level of human nature to the level of ontological existence, representing an innovative model of contemplation in the field of Sino-theology. This contribution is of immense value to the development of Chinese philosophical thought. For this reason, this article attempts to illustrate, through Xie’s writings in various stages of his life, his relentless effort to promote the integration of Eastern and Western philosophies within the framework of Chinese thought. His most notable accomplishment in this East–West confluence effort is his unique assumption of God’s attributions as both zhonghe (literally “middle harmony”, connoted as interdependency by Xie) and bianyi (change).

The Thudong Bhikkhu Pilgrimage

Thousands of kilometres travelled by 32 thudong monks from Thailand to Indonesia was not only a spiritual moment for the participants but also a historical event in Indonesian interfaith relations. Given the abundance of enthusiasm, this article aims to explain the purity of interfaith harmony created by local communities and Thai monks, who also contributed to promoting interfaith dialogue discourse among grassroots communities. By delving into the internet, a netnography approach is used to get a deeper and broader understanding of the events by comparing one digital document with another. In the interfaith encounters along the pilgrimage highway, both parties exhibited reciprocal behaviours of shared feelings and kindness that encouraged them to complete the ritual mission together. They were able to dismantle the religious barriers that frequently impede harmonious interfaith relations as a result of warm acceptance, hospitable interactions, and engaging dialogue onsite and via social media.

GENDER FEATURES OF THE KAZAKH DIALOGUE (based on prose works)

The article will discuss the features of dialogical communication between men and women, characteristic of the category of gender.In the article, the topics discussed by men and women were determined based on the dialogue discourse collected from the fiction.There were analyzed features related to emotional discourse of men and women through the dialogue and the reasons of differences were defined. Also, the features related to the invective vocabulary used by men and women were determined. The purpose of the article is to determine the features of the emotional discourse of men and women, the scope of use of invective vocabulary in their language, the topics discussed, the type of Kazakh dialogue as a result of discussion of male and female characters with reference to linguistic facts taken from fiction.The scientific and practical significance of the article is the issues discussed in the article and the results obtained can be used as additional scientific material in the field of lexicology, textual criticism and discourse in Kazakh linguistics.The gender factor in the language of a literary text is also valuable in determining the stylistic, psychological, thematic characteristics of a woman and a male author, as well as the characteristics of the author’s speech and the characters’ word usage. The language of the literary text takes into account gender differentiation, showing facts familiar to us. From this point of view, defining the features of the Kazakh dialogue on the basis of dialogic relations between a man and a woman, which occupy a special place in our national discourse, proves the value of the article.

Collaborative advocacy for multilingual learners: Developments from coursework into practice

AbstractAdvocacy is widely expected of teachers working with multilingual learners (MLs) and is included in TESOL standards and teacher education scholarship. Recent research on language teacher advocacy demonstrates the importance and necessity of advocacy for MLs and their families. However, few studies document how teachers collaboratively advocate for their MLs and how they develop collaborative alliances to implement their advocacy. This article contributes to the growing conversation of how teachers advocate collaboratively for MLs by examining a cohort of teachers from their English as a second language (ESL) certification courses into their teaching practice. Dialogic discourse analyses of 3 years of discussions show how teachers develop their community advocacy plans and stances collaboratively. The authors conclude with implications for preparing teachers to advocate collaboratively for MLs and their families.

Discourse Interpretation in Linguistics

It is known that dialogic discourse can also be part of monologic speech. There are several types of it. Monological discourse is methodologically neutral and is directed from the third person to the second person. Sometimes in monologic discourse, the third person refers to himself and the second person. In addition, dialogic discourse is also found in monologic discourse. In this case, monologic discourse and dialogic discourse are given in relation to each other. In a conversational monologue, the speech is directed from the first person to the second person, drawing the addressee's attention to the speech process

“When anybody speaks, we all need to be involved”: Classroom conditions that support dialogic space

ABSTRACT This article discusses classroom conditions that support the co-creation of dialogic space—where our different ideas and perspectives are in conversation with others such that we might take in what other people are saying and be open to it affecting our thinking. Drawing on ethnographic case study data, we provide context to illustrate ways this classroom community was committed to practicing behaviors that support the likelihood of dialogic space. We then focus on a whole-class lesson to elucidate ways 2 related discourse practices—response-able talk practices and language of possibility—signal a dialogic discourse modality that supports exploration of differences in ways that can deepen and widen our understandings.

Монологический и диалогический дискурс как две типологических разновидности текста, реализуемые в творчестве Толстого («Война и мир», «Анна Каренина»)

The article analyzes the monologue and dialogic discourse in their interaction in the works of L.N. Tolstoy. The epic novel “War and Peace” and the novel “Anna Karenina” are chosen as the object of research. The subject of the research will be the Tolstoy’s artistic. According to the authors of the study, these Tolstoy’s works reflect the organic synthesis of the two above-mentioned typological varieties of the text. The study also reveals the nature of the differences in the phenomenon of polyphony in the works under consideration, in a theoretical aspect, the patterns associated with the peculiarity of the semantic structures of the image of the author and the main images of the characters are considered. The authors of the article connect the monologue discourse with the monologue (monophonic) image of the author in the epic novel “War and Peace”, the dialogic discourse, identified with the phenomenon of polyphony, with the images of the main characters of the epic novel “War and Peace” and the novel “Anna Karenina”. The study also raises the question of the ideological and philosophical prerequisites that influenced the formation of the Tolstoy’s artistic system.

Learning in unaccredited internship as development of interns’ ‘horizontal expertise’

The rise of internships as a form of work experience that students pursue during their degree or after graduation has been accompanied by an upsurge of discussions, critical and favourable, on the role of internships for interns’ employment opportunities. There is a need, however, to understand the learning that goes in internship as for many students internship is a setting where work practices are encountered for the first time. Recently it has been suggested that unaccredited internship can be seen as constituting a separate work activity that needs to be examined in its own right. The aim of this article is to contribute to this literature by focusing on the learning challenges that arise in unaccredited internship and identifying the capacities that interns develop as a result of tackling these challenges. To that end, I identify a set of analytical concepts from vocational learning literature developed to understand the challenges and opportunities associated with learning across contexts (i.e. education and work): horizontal expertise, boundary-crossing, recontextualisation and identity-renegotiation. Then I analyse data on learning in unaccredited internships collected from five focus groups and two interviews (18 interns). A dialogic discourse analysis of focus group and interview discourses revealed that the interns in unaccredited internship developed an emerging capacity to learn and work competently across multiple contexts and to initiate and coordinate subsequent cycles of boundary-crossing between education and work. The paper proposes the notion of “interns’ horizontal expertise” to describe this emerging capacity that arises from learning in unaccredited internship and continues after the internship and explains how this concept differs from other expressions of horizontal expertise in the literature such as the horizontal expertise of seasoned professionals in inter-professional activities and boundary-crossing in work placements.