Teacher Talk Research Articles

The effect of foreigner talk on children’s evaluations of addressees

Children evaluate others based on how they speak, but do children evaluate others based on how they are spoken to? We examined how U.S. children and adults (N = 170 5- to 10-year-olds, 49 % female; 107 adults; in a city with a foreign population of 17.9 %) evaluated addressees of Foreigner Talk (i.e., slow, loud, simplified speech). In Study 1, children and adults evaluated Foreigner Talk addressees more negatively than Peer Talk or Teacher Talk addressees. In Study 2, adults and older children incorporated Foreigner Talk with additional contextual cues to inform their evaluations: a local peer receiving Foreigner Talk received lower evaluations than a foreign peer receiving Foreigner Talk. With medium to large effect sizes, these studies indicate the importance of speech register in children’s social inferences.

Ministry of Health Covid-19 Education Dialogue Poster: Contextual Meaning

Ministry of Health Covid-19 Education Dialogue Poster: Contextual Meaning

WhatsApp for pedagogy: initiatives, instructional practices and the nature of knowledge in Israel’s secondary education

ABSTRACT In this study, the paradoxes and difficulties of using WhatsApp for meaningful education are highlighted. As a case study of technology implementation, the author employs virtual ethnography and interviews with supervisors, developers and teachers to examine all significant pedagogical initiatives in Israel’s high schools that utilise WhatsApp. These initiatives are analysed through the theoretical lens of sharing and its cultures of production and circulation. Sharing and circulating are fundamental epistemological aspects of knowledge in new media as they play a major part in how knowledge is created, perceived and learned. Indeed, the findings show that using WhatsApp broadens and diversifies classroom instructional practices, including shifts towards more dialogic teaching, but at the same time, traditional communicative assumptions, conservative school modalities, power structure and epistemologies are maintained. Sharing is now seen as a pedagogical practice, yet implementing WhatsApp in schools happens while its epistemological aspects are narrowed.

Listening to teachers talk about multimodality and multimodal texts: considerations for the national English curriculum

Multimodal texts are an integral part of children’s lives. Rapid advancements in media and mobile technologies have increasingly expanded children’s capability to view, share, design, and produce multimodal texts. However, Australia’s updated English curriculum falls short of offering teachers a metalanguage to help children understand the complex ways linguistic, visual, audio, gestural, and spatial modes work together to convey meaning. This article reports qualitative research on teachers talking about multimodal texts within their pedagogy and literacy practice. Data were generated through semi-structured interviews with eight early years and primary Australian teachers. Fairclough’s Critical Discourse Analysis (CDA) is the analytic framework utilised in the research. From teachers’ talk, findings show that if children are to be effective multimodal text users, analysts, designers, and creators, the curriculum should not privilege particular modes and their associated metalanguage but provide teachers with a metalanguage for all modes of meaning-making.

A Systematic Review of Teacher Talk and Its Effects on English Language Learning Outcomes

Teacher talk in language classes plays a crucial role in students' understanding and development within the discipline. This study systematically reviews previous research on teacher talk and its impact on students' learning outcomes in English language classrooms. 25 articles, published between 2018 and 2023, focusing on teacher talk and students' learning outcomes, were selected and reviewed. The aim was to discern the publication trends regarding teacher talk and its influence on students' learning achievement. The results indicated that research on teacher talk is predominantly welcomed in English-speaking countries. Additionally, the study participants in the 25 selected articles are primarily teachers and students from kindergarten, primary, and secondary schools. The research outcomes vary across the selected articles, with the majority highlighting the positive effects of teacher talk on students' learning outcomes, such as enhancement of English language skills and development of social and emotional skills, although some articles also report null or negative effects. Further research is recommended to investigate the detailed characteristics of teacher talk and their impact on student learning outcomes in secondary school and university classrooms.

Writing Conferences Are Like the Big Bad Wolf: Metaphors As Critical Reflection for Preservice Teachers

ABSTRACT Metaphors situated within critical reflections provide powerful insight into how preservice teachers (PSTs) understand their experiences and the world around them, particularly in areas like writing which is consistently understudied in teacher education programs. The present qualitative study uses metaphor data from Fall 2021, Spring 2022, and Fall 2022 to examine how 71 early childhood PSTs, in their junior year of study, conceptualized writing conferences and the process of giving and receiving feedback. To analyze the metaphors, researchers engaged in an extensive thematic analysis with multiple rounds of coding conducted. Findings indicate that PSTs primarily identified as students, not emerging teachers. Thematic analysis also led to three separate understandings: a) many PSTs saw writing conferences as an authoritative endeavor, in which teacher talk was central, b) most still viewed writing negatively, or as something to be feared, and c) more practice and experience with writing instruction and assessment is critical if PSTs are to emerge as competent and confident writing instructors. Teacher education programs can consider how metaphors may be used to support critical reflection in their programs and writing instruction broadly.

Dialogue on ethics and ethics of dialogue: an exploratory study

We report on a study bearing implications for ethical learning in schoolchildren during social interaction. The study was conducted as part of a project aimed at promoting ethical learning of socially-oriented values within the context of dialogic education. 172 fourth graders from 7 classes participated in an 8-session series designed to foster empathy, inclusion, and tolerance. Two of these sessions (3 and 8) were pre-selected for analysis. We investigated (1) whether students’ discussion of ethical issues and the ethical aspects of their actual in-class interaction with each other can be reliably measured, and (2) what relation holds between students’ ethical thinking during classroom discussions and the ethical aspects of their behavior. We thus developed an analytical framework comprising two tools for appraising ethical thinking and behavior in in-class interaction: dialogue on ethics (DoE) and ethics of dialogue (EoD). This framework was applied to the dialogues taken from the two sessions. The DoE and EoD tools proved reliable, as inter-rater agreement was substantial. Moreover, the relation between children’s DoE and their EoD was positive where the topic posed for discussion presented a dilemma and students’ interaction proceeded under moderate teacher guidance. In contrast, it was negative when the discussion was conceptual, and the teacher was dominant. We conclude that (1) DoE/EoD is a suitable framework for studying children’s ethical learning and development in social interaction, and (2) ethical learning, in its epistemological and behavioral dimensions, can be boosted or inhibited in a context of dialogic education, depending on design principles.

The relationship between teachers’ pedagogical practices in CLIL and the development of students’ foreign language oral proficiency

Abstract This study investigated the relationship between foreign language (FL) oral proficiency development and teachers’ pedagogical practices in content and language integrated learning (CLIL). A one-group pretest-posttest design was employed to analyze changes in Japanese university students’ FL proficiency over time, alongside classroom observations and interviews that captured their teachers’ classroom pedagogies in CLIL courses. The results generally indicated that students improved their capacity to achieve communicative goals but failed to exhibit progress in oral linguistic competence. The former outcome was attributed to predominantly meaning-focused instruction, the use of dialogic pedagogy, and ample opportunities to practice FL speaking. In contrast, the absence of explicit language instruction and limited practice of fluency development tasks was perceived to lead to the latter outcome. These findings not only contribute to understanding the effects of CLIL on FL learning, but also shed light on the specific pedagogy-related factors that contribute to FL proficiency development.

Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement

ABSTRACT This small-scale action research acts on the calls for more inclusive and holistic higher education. It explores the impact of dialogic teaching approaches on student engagement, focusing on the experiences of initial teacher education students from ethnic minority backgrounds. The qualitative analysis reveals how these practices increase student engagement and contribute to better student experiences. Dialogic teaching cultivates safe learning spaces and empowers students to contribute more freely during seminars, improving their social, emotional, and personal engagement with learning. The students included in this study also perceived dialogic teaching practices as improving their experiences by supporting them in forming relationships. However, the analysis suggests that they do not fully remove all barriers to learning and engagement. Therefore, further research is needed to examine both the benefits and complexities of dialogic pedagogies in HE and the extent to which these practices contribute to fostering inclusive spaces within multicultural university settings.

STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF DIALOGIC TEACHING FOR IMPROVING SPEAKING SKILLS AT A UNIVERSITY IN WEST JAVA

In the present day, English has become a crucial language that individuals must acquire proficiency in. It has been extensively taught as a second language in many locations throughout the globe for a considerable period of time. In the Indonesian context, the tertiary students seem to still lack of English skills despite prolonged duration of learning English. Therefore, an effective teaching strategy is needed to teach English to tertiary students for the best outcomes possible. An experimental study to investigate whether Dialogic Teaching strategy works well to improve English speaking skills was conducted at a university in West Java. In particular, this study reveals the students’ perceptions of the implementation of Dialogic Teaching in a speaking class through the use of focus group discussion involving six participants of low, medium and high speaking skills in English. A qualitative analysis was conducted and some findings were found, including: (1) students being more motivated when under pressure; (2) students earning confidence boost; (3) students acquiring creativities in presenting ideas; (4) students engaging in a dialogic discussion; (5) students wanting a balanced classroom activity; and (6) students aspiring to have outdoor learning activities.Keywords: Dialogic teaching; Perception; Speaking class; Speaking skills; Tertiary Education;

Активизация коммуникативной деятельности младших школьников на уроках окружающего мира (Часть 2)

The article proposes for discussion the contribution of primary schoolchildren studying the subject “The World Around Us” to the development of their speech and verbal communication. Based on the requirements of the Federal State Educational Standard for Primary General Education and the Federal Educational Program for Primary General Education, the methodology for developing dialogic speech (educational dialogues, didactic games), as well as descriptions and narratives in younger schoolchildren is revealed.

Actor-network theory as a new direction in research on educational dialogues

AbstractWe compare the scheme for educational dialogue analysis (SEDA) to the actor-network theory (ANT) for the analysis of educational dialogues. We show that ANT unearths the socio-material structure of classroom talk as networks in which human and non-human actors (texts, diagrams, instructions, etc.) exert power on each other. The application of ANT to classroom talk led us to identify (non-)dialogic networks when human actors are not subordinated (resp. subordinated) to other actors. Roles in networks are not predetermined but translated in interactions, and networks are often blackboxed, as the original process and circumstances of their creation might be ignored. We show then that the adoption of ANT (resp. SEDA) uncovers phenomena that SEDA (resp. ANT) did not identify. SEDA helps observe the co-construction of ideas and describe shifts from the dialogic to the non-dialogic but does not explain the mechanisms that lead to these shifts. ANT explains shifts from one network to another, as it conveys the change of power relations between the different actors, role of non-human actors, and shows how they shape the dynamics of networks in classroom talk. We draw from this comparison implications both for research and educational practice in dialogic education.

A Comprehensive Review of Cogenerative Dialogue in Science Education

Abstract This study comprehensively explores cogenerative dialogue in science education from a sociocultural perspective. Analyzing 120 papers and theses from January 2001 to December 2022 in Korean and English journals, we examine their objectives, themes, methods, learners, educational levels, participants, researcher roles, coteaching connections, and program durations. Our data analysis reveals growing diversity in cogenerative dialogue research objectives and subjects across countries. Consistent patterns emerge regarding researcher roles, participant groups, and program durations. This research offers insights into the evolving cogenerative dialogue landscape in science education, informing future investigations and highlighting trends in this field. The findings presented not only shed light on the current state of research but also provide direction for future investigations, highlighting trends and distinctive features in various facets of cogenerative dialogue-related studies. Specifically, we offer suggestions for the need for research in Korean science education contexts and more broadly in the Asia-Pacific region.

Fostering Interactive Language Use: Strategies and Challenges in English Language Teaching

This paper explores the significance of interactive language use by English teachers in fostering language acquisition among students. It delves into three key aspects: establishing rapport and trust, promoting student engagement, and enhancing language proficiency. Through an analysis grounded in socio-constructivist principles and applied linguistics, the paper elucidates effective strategies for interactive language use, including task-based learning, collaborative projects, and the integration of authentic materials. Moreover, it examines the challenges faced in interactive language use, such as overcoming language barriers, balancing teacher talk and student participation, and addressing technological integration. By synthesizing theoretical frameworks with practical pedagogical insights, this paper provides a comprehensive understanding of the complexities involved in interactive language use and offers recommendations for effective implementation in English language teaching.

The politics of Thomas More's A Dialogue of Comfort against Tribulation

Thomas More's early writings provide both a defense of his vocation in politics and a political theory for a Christian polity, attempting to harmonize Christendom with the best practicable political order. But More's A Dialogue of Comfort against Tribulation reflects upon this vocation in light of the anti-Christian political order. He uses the specter of Turkish tyranny sweeping into Hungary to reflect on the open persecution of Christians. Where other scholars have focused on the pedagogy, history, and theology of More's Dialogue, this paper focuses on its political teachings. More shows his readers the essence of political tribulation, the necessity of supplementing pagan philosophy and virtue with a distinctly Christian courage, and how the Christian citizen should behave in the face of death. The Christian's virtue is the source of his comfort and the bulwark for Christendom's final victory.

“Pictures, Tables, Graphs, and Questions: Statistical Processes”

From the Archives highlights articles from NCTM’s legacy journals, previously discussed during MTLT Teacher Talk.

THE THEORETICAL PECULIARITIES OF DIALOGIC APPROACH IN FOREIGN LANGUAGE LEARNING AND COMMUNICATIVE COMPETENCE

The process of learning a foreign language is complex psychological procedure and requires the student's brain cortex to create a new, unidentified speaking system. The most recent speech system starts interacting with the local language's framework and living alongside it. There is the necessity of developing dialogic skills of students in language learning and integration of various activities for the formation of dialogic verbal speech.Adequately, it appears critical to identify the role of speaking in the contemporary methodology of teaching a foreign language. This article has been undertaken to examine different theories of verbal communication which is analyzed by researchers and their fundamental importance. Moreover, there were conducted questionnaire and applied some dialogic activities which give students the chance to perform communicative skills in the classroom to get more accurate results. The findings are discussed from the usage and benefits of dialogic teaching in English learning.

EMI programmes in Vietnamese higher education: a case study of translanguaging practices for inclusive education

Abstract Previous studies have discussed stakeholders’ perceptions of using first language in English-medium instruction (EMI), but only a few have examined classroom practices in Vietnam. Against this backdrop, this article focuses on lecturers’ translanguaging practices in an EMI programme where all the lecturers and students were Vietnamese. More specifically, it employs the conceptual framework of ROAD-MAPPING, proposed by Dafouz and Smit (“The ROAD-MAPPING framework: Taking stock and paving future directions for English-medium research”, in Emma Dafouz and Ute Smit (eds.), Researching English-medium higher education: Diverse applications and critical evaluations of the ROAD-MAPPING framework, 1–19. London: Routledge, 2016), to see if there was substantial evidence of a constructive co-existence between English and Vietnamese – the first language – in this EMI programme. The findings suggest that under the lecturers’ and students’ agency, the two languages were distributed across various domains of classroom practices to benefit students’ learning of content knowledge. In teacher talk, English and Vietnamese have different functions to support the process of knowledge co-construction. The study implies that the current monolingual orientation promoted in many top-down EMI policies should be reconsidered, given the linguistic diversity of higher education settings. In other words, EMI should be promoted as an educational environment where students can access their linguistic repertoires and develop their academic knowledge bi/multilingually. Translanguaging, therefore, should be acknowledged as an inclusive pedagogical practice.

Dialogic Pedagogy as a Framework for Anti-Racist Social Work Education

ABSTRACT Social work education is at a crossroads with the release of the 2022 Educational Policy Administration Standards (EPAS, 2022), which emphasize anti-racist practice. To teach anti-racist social work one must be prepared to use anti-racist pedagogical practices and be supported to do so institutionally. Freire (2020) proposes that education be a tool of liberation through the use of dialogue and attention to power dynamics. To this end, instructional making about the use of dialogue can help create liberatory classrooms. The concept of dialogic pedagogy (Alexander, 2018; Alexander, 2020) is used in education to support the development of language and critical thinking in students. Although it has yet to be applied extensively to higher education and the social work classroom, dialogic pedagogy has clear connections to social work and the potential to better prepare students for anti-racist practice. In a dialogic classroom, language between students and instructors is carefully attended to based on the following principles; purpose, cumulation, support, collectivity, deliberation, and reciprocality (Alexander, 2018; Alexander, 2020). This paper describes and endorses dialogic pedagogy as a framework to support anti-racist social work pedagogy and discusses the implementation of this framework in terms of faculty support and training.

Exploring dialogue in virtual simulation in nursing education – An observational study

ObjectivesSimulation is an important learning activity in nursing education. There is little knowledge about dialogue and communication between students and facilitators in a virtual simulation setting. The current study, conducted in Norway, explores the dialogic teaching approaches applied by facilitators in a virtual classroom and adapt an analytic tool from a physical classroom in lower education to a virtual classroom in higher education. MethodsSixteen virtual simulation sessions of groups with nursing students were video-taped. The videos were coded with a coding scheme developed for physical classrooms and adapted to the virtual setting. The dialogic approaches from the facilitator were analysed using descriptive analysis. ResultsThe most frequently used approaches from the facilitator were categorized as listening (“Modelling prompts and body language to encourage continuation”) and asking (“Big questions”). The most frequent pattern seen in the use of dialogic approaches fall under the category listening. ConclusionsThe coding scheme is suitable to analyse facilitators' dialogic approaches in a virtual setting in nursing education. Further research should examine how the facilitator can strategically deploy dialogic approaches in other types of simulations with students. InnovationThe coding scheme was developed from lower to higher education, and from a physical to a virtual setting.