Teacher Talk Research Articles

Blurring the boundaries: Opening and sustaining dialogic spaces

ABSTRACT Dialogic educators have designed strategies to facilitate dialogic teaching, such as establishing ground rules, employing talk moves, and structuring discussions. Though productive, such strategies rarely open dialogic space, in which shared meaning is created through an interaction that blurs the boundaries between participating voices. Dialogic space is facilitated by tension between perspectives; openness to others, which is facilitated by ego suspension, authority relaxation and respect for and interest in others; and acceptance of dialogue’s inherent unpredictability. We explore classroom episodes in which dialogic space did and did not emerge, highlighting the importance of playfulness and mutual attunement for maneuvering within dialogic space. These cases also point to 4 challenges that dialogic space poses: tension between curricular coverage and dialogue’s unpredictability; the demands such unpredictability makes on teacher flexibility, knowledge and judgment; equity in the distribution of teacher attention and student participation; and the threat of losing control.

Educational scenarios in the Marajoara Amazon: possibilities of dialogs between Marajoara culture and science education

This work aims to raise discussions about the perspective of the Freirean Dialogicity, with a view to weaving relations between it and Science Education in defense of the Marajoara territory. We anchored in Freire's speech (1983, 1978, 1987, 2014) and his liberating and conscientious pedagogy based on complaints and announcements. To do so, we enter into the complexity of the ancestral and contemporary Marajoara Amazon, which constitutes the Marajoara Culture, we talk about school education in the Marajoara Amazonian scenario, to then discuss the possible relations with Education in Sciences, through productions that denounce the monocultural and eurocentric curriculum and the need to break with epistemicide and epistemic domination, and announce the possibility of demarcation of the existence of black and indigenous people, contributing here to think a dialogical education in defense of the Marajoara territory.

Tensions and transformations: a critical analysis of the continuing education of teachers in dialogue with pedagogical supervisors/coordinators

This study is part of the dissertation project entitled “Between the will and the need in the continuing education of the Elementary School teacher: is reframing continuing education in Brazil possible?”, presented to theThe Graduate Program in Education - Masters in Education (PPGEDU) of the Universidade Regional Integrada do Alto Uruguai e das Missões (URI), campus Frederico Westphalen, linked to the research line Teacher Training, Knowledge and Educational Practices. It seeks to contribute to the debate about the continuing education of elementary school teachers in Brazil, from the understanding of the tensions that involve the relationship of continuing education of teachers and pedagogical supervisors/coordinators. This research aims to contribute to the construction of more meaningful and transformative educational practices. This work composes the state of knowledge of the dissertation project and analyzes the research carried out in this area, which focus on the continuing education of teachers and pedagogical supervisors/coordinators. It is a literature review, a qualitative-descriptive study, based on a data survey carried out in the database of theses and dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), and aims to elaborate a critical analysis based on the theme, enriching the discussion and contributing to the advancement of knowledge in this area.

SOCRATIC DIALOGUE AS A RESPONSE TO THE CHALLENGE OF THE EPOCH

Modern epoch is more and more recognized as a society of risk and the dialogical pedagogy, pedagogy of risk, which is able to agitate mind, to enrage and to excite listeners, consciously provoke them to try different, unusual strategies of life creation, is relevant to it. The formation of new thinking image, where dialogical thinking and dialogical conduct, play important role, can be fundamental respond to the call of epoch.

THE EMERGENCE-THEORETICAL ASPECTS OF DIALOGUE IN EDUCATION

The article presents the justification of the actual use of dialog in modern education, its unique potential for the development of personality, for demonstrating dialogical unity, equality of partners, the right to one's own opinion. The author considers the fundamental ideas of outstanding thinkers of the past and present, which allow to define the essential features of dialog and its potential in education. It is proposed to develop the foundations of dialogical pedagogy as a science of human development in the conditions of forming relationships to the world, to other people and to oneself.

Empirical Analysis of Teacher Talk Based on SLA Theories—Evidence from Zhengji High School

In China, due to the lack of a real language learning environment, the main place for students to contact English is the classroom. Therefore, teachers’ discourse in the classroom has an important impact on learners’ language acquisition. Specifically, on the one hand, teacher talk can organize and manage classroom teaching. On the other hand, it is conducive to students’ language input. At the same time, senior high school is a key period for students to learn English. The impact of excellent teacher talk on students’ language acquisition is beneficial. As a result, at this stage, it is vital to study teacher talk. Based on the input hypothesis proposed by Krashen and the interaction hypothesis proposed by Long, this article selects a senior teacher and her class in Zhengji senior high school in Jiangsu Province as the research object, and uses the method of naturalistic observation to observe and record the teacher’s discourse in the classroom. Then, through the analysis of the data, the current situation of English teachers’ classroom discourse in senior high schools is investigated in three ways in this thesis: the quantity of teacher talk, questioning methods and feedback methods, analyzes the existing problems, and tries to offer some sound counsel. Through research and analysis, this article draws the following conclusions: 1. Teachers are fully aware of the main role of students in classroom discourse, are changing the traditional teacher-centered teaching model, and strive to make students more involved in classroom activities. 2. Teachers should reasonably use the method of questioning in the classroom to combine display questions with referential questions, so as to cultivate students’ innovative thinking ability. 3. Teachers should use a variety of feedback methods to continuously stimulate students’ learning motivation and increase the number of possibilities for kids to develop language.

Teacher’s Talk in English Classroom Using Foreign Language Interaction (FLINT) System

The researcher conducted the research to describe the teacher and student interaction during the teaching-learning process and to analyze the frequent FLINT categories by Moskowitz (1976). The participant in this research was an English female teacher taught in class VII F at SMP Negeri 1 Sungai Raya in the academic year 2022/2023. This research was a case study design that used qualitative method. The data was collected by observing the teacher and student interaction during the teaching-learning process. The researcher used the teacher talk video transcript in analyzing the FLINT categories. The result of the research showed that the teacher’s dominant language was Bahasa Indonesia. The teacher’s utterances in Bahasa Indonesia appeared 95 times during the teaching-learning process, which means the teacher used Bahasa Indonesia in English lessons. The teacher should be built good oral during the teaching-learning process, not only focus on delivering the material. The frequent categories used by the teacher were giving information and asking questions. Moreover, the rare category the teacher used was the student’s ideas. Through analyzing the FLINT system, teacher talk in the classroom was accessible in describing the dominant language performed by the teacher and analyzed frequent categories used by the teacher during the teaching-learning process.

Dialog pedagogiczny drogą do poszukiwania prawdy

Aim: The aim of the article is to show the pedagogical dimension of dialogue, which leads a person to a personal encounter with the truth about himself and the reality surrounding him. Dialogue is one of the important factors not only in solving the crisis of truth we are experiencing, but also and above all in valuing truth in interpersonal relationships. Methods: This article uses the analytical and synthetic method of literature on the subject. Results: The conclusions drawn from the research indicate that the goal of every well-understood dialogue is to reach the truth. There is no greater success than reaching the One who called himself "The Way, the Truth and the Life" (John 14:6). Listening to the voice of people who think differently is a great strength and courage that is often lacking today at the political and social level, but also at the everyday level - in our homes and local environments. Conclusion: The need for reliable dialogue and openness to other people is enormous and still valid, although it is worth emphasizing that with an inconsistent worldview and a weak moral core, dialogue may involve numerous threats. Oryginality: The originality of the article is evidenced by the results of scientific research or conclusions resulting from information collected in the form of a review from previously published works by the author and others of an empirical, theoretical or analytical nature on this topic. Keywords: Man, dialogue, interpersonal communication, solitude, relations, education, truth, dialogue pedagogy

Przestrzeń wirtualna jako miejsce aktywności społecznej osób niepełnosprawnych

Aim: The aim of the article is to show the pedagogical dimension of dialogue, which leads a person to a personal encounter with the truth about himself and the reality surrounding him. Dialogue is one of the important factors not only in solving the crisis of truth we are experiencing, but also and above all in valuing truth in interpersonal relationships. Methods: This article uses the analytical and synthetic method of literature on the subject. Results: The conclusions drawn from the research indicate that the goal of every well-understood dialogue is to reach the truth. There is no greater success than reaching the One who called himself "The Way, the Truth and the Life" (John 14:6). Listening to the voice of people who think differently is a great strength and courage that is often lacking today at the political and social level, but also at the everyday level - in our homes and local environments. Conclusion: The need for reliable dialogue and openness to other people is enormous and still valid, although it is worth emphasizing that with an inconsistent worldview and a weak moral core, dialogue may involve numerous threats. Oryginality: The originality of the article is evidenced by the results of scientific research or conclusions resulting from information collected in the form of a review from previously published works by the author and others of an empirical, theoretical or analytical nature on this topic. Keywords: Man, dialogue, interpersonal communication, solitude, relations, education, truth, dialogue pedagogy

Exploring teacher talk in training classrooms: A case study at SD Linimasa, Kuningan

The aim of this study is to investigate the types of teacher talk and their meanings in dealing with diverse students. This research aimed to explore several fundamental aspects that occurred in classroom interaction. They are: 1) the types of teacher talk; 2) the most dominant and least performed type of teacher talk; and 3) the contribution of teacher talk to supporting learning. This research was a case study with the participation of three English teachers. The data had been collected through classroom observation, semi-structured interviews, and questionnaires. In examining the utterances uttered by all teachers, video recordings were utilised throughout the learning process. The result of the video transcription was then analysed using Moskowitz’s FLINT system to categorise the type of teacher talk. The result was then cross-checked with the interview and questionnaire to support the validity of the data. The study's findings demonstrated that during the teaching and learning process, teachers used nearly every kind of teacher discourse. Joking was the least frequent sort of speech, while asking questions was the most frequent. Through their utterances during the session, the teacher also provided support to the students who transferred from situations where English was not their first or second language. Teachers facing comparable situations may find it helpful to consider the study's implications and outcomes while trying to boost student engagement, which in turn encourages students to participate more actively in the learning process. Keywords: Exploration; classroom interaction; teachers’ talk;

Teaching Sustainability in Architecture through Collaborative Online International Learning

To confront global environmental challenges, architectural design can play an important role to achieve sustainability. This paper addresses the Online collaborative approach to support the integration of environmental sustainability. It will assess the efficacy of integrating collaborative online international learning exchange (COIL) and cross-cultural dialogue pedagogy into a sustainable architecture studio course to develop students’ architectural and intercultural competencies. In this study 16 groups, each group consists of 3-4 students, from An Najah university in Palestine and Memphis university in USA were involved in shared learning classroom model. Different methods were used to assess the students’ outcomes, such as reflection reports written by the students, the use of new technologies for design and communication, and the outcomes from the architectural design. The results show changes in the students' understanding of different cultures, they improved their communication skills, and their ability to design in different contexts. The findings also underline the importance of integrating COIL into architectural design education to create professionals who are able to design a resilient and sustainable built environment. The paper introduces intercultural dialogue framework and a new pedagogical technique in the field of virtual exchange.

Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions

AbstractDialogic pedagogy aims to bring multiple voices and perspectives into conversation, to create a classroom environment inclusive of multiple student identities, and to challenge hegemonic approaches to knowledge. As such, it seems particularly well‐suited for interrogating gender binaries and enhancing gender equity. Through micro‐ethnographic discourse analysis of video‐recorded literacy lessons, this study examines how traditional gender categories were reified and/or disrupted in literacy discussions in four Israeli elementary school classrooms experimenting with dialogic pedagogy. We found students and teachers frequently relying upon gender stereotypes in the participant examples they offered and in their interpretations of the story, “Fly, Eagle, Fly,” in class discussions. Originally framed as a parable of transformation and growth, the story unexpectedly provided an avenue to explore topics such as gender, transgenderism, and transsexuality. Sporadic instances arose in the discussion in which students subverted traditional binary gender constructs. These fleeting moments of disorientation underscored dialogic pedagogy's capacity to challenge gender norms. However, students and teachers treated transgenderism as taboo, and the topic's explicit consideration generated anxiety, with the teachers and some of the students trying to silence non‐heteronormative voices. Ultimately, teachers reinforced interpretations that allowed the gender order to be restored and seemed relieved when they were able to move on from the gender trouble episode. The study highlights the potential of dialogic pedagogy to challenge the heterosexual matrix and promote gender equity. However, it also demonstrates the importance of paying greater attention to gender issues in the development of dialogic pedagogy.

Is it possible to have a dialogical English language classroom? Challenges and advantages

The research aims to investigate are opportunities and challenges in English language teaching classrooms for dialogic teaching. To achieve the aim of the research, a multiple case study design was chosen. The cases were determined by considering the socio-economic, socio-cultural, and success levels of the schools. The data are obtained from qualitative techniques which are observation of the class and interviews with teachers. The study group consisted of students in 5th grade and English Language Teachers. The findings of the article consist of observing the dialogues in the classrooms using a structured observation form and interviews with teachers using a semi-structured interview form. The research offers new insights for further practice and research, in terms of identifying challenges and advantages for the application of dialogic teaching. Keywords: Dialogy; dialogic classroom; dialogic teaching; English language; English language teaching

Analyzing Patterns of Classroom Interaction In An Elementary English Online Teaching and Learning Processes

Interaction plays a pivotal role in English teaching and learning processes. The patterns of interactions in classroom activities highly influence the success of the teaching-learning process. This study aimed to describe the classroom interaction patterns in an online teaching and learning process through a qualitative approach using the Flanders' Interaction Analysis System (FIAS). This study is focused on the young learner classroom interaction at the elementary school level. An English online class was observed and recorded to collect the data. The data were confirmed by interviewing the English teacher. The findings revealed that the dominant patterns of interaction that emerged in the online teaching and learning processes were asking questions (Teacher's Talk) and giving responses (Students' Talk). The patterns of interaction were produced from teacher and student(s) and student(s) and student(s) interactions concerning the teacher talk and the students' talk categories used in the online teaching and learning activities. By understanding classroom interaction patterns, the results can be worth considering in selecting activities to support students in improving their full potential in teaching and learning processes. Besides, classroom interaction plays a crucial role in achieving the intended goals in the teaching and learning processes.

Pedagogical dialogue as a function of social-cultural development: Case of Kazakhstan

Pedagogical dialogue as a function of social-cultural development: Case of Kazakhstan

The Analysis of Novice English Teacher Talk in Junior High School under SETT Framework

In the realm of English teaching, teacher talk stands as a pivotal instructional instrument, serving both as a vital tool for teachers and a primary conduit for knowledge input for students. Effective classroom instruction is intricately woven with the dynamic, two-way interaction between teachers and students, which is expertly guided by the teacher talk. While numerous scholars have delved into the exploration of teacher talk, there remains a dearth of research investigating the specific landscape of novice English teachers’ classroom talk, particularly within the framework of Walsh’s Self-Evaluation of Teacher Talk (SETT). This study addresses this gap by observing the classes of four novice English teachers in junior high schools based on Walsh’s SETT framework to meticulously examine the current state of novice middle school English teachers’ classroom discourse. The objective is to cultivate teachers’ reflective awareness regarding their own discourse in the classroom and enhance their capacity to critically evaluate its efficacy as well as elevating the overall effectiveness of English classroom interactions in the context of secondary education.

INTERFAITH DIALOGUE IN ISLAMIC RELIGIOUS EDUCATION

The aim of this research is to examine interfaith dialogue in Islamic religious education. The method employed in this study is a qualitative approach with literature analysis. The results of the analysis conclude that obstacles to interfaith dialogue include distrust, prejudice, and a lack of understanding. These factors can impede the formation of harmonious relationships among individuals with diverse religious backgrounds. To address these challenges, ethical behavior in dialogue is crucial. Ethical conduct in interfaith dialogue involves sincere listening, respectful communication, and the avoidance of insults or confrontations. This forms the foundation upon which productive, mutually respectful, and mutually beneficial interfaith dialogue is built.

Pre-service teacher investment through dialogic action learning

Background: A lack of student ‘buy-in’ and engagement are often major obstacles in academic literacy courses. To create a dialogic learning environment which encourages student investment and challenges traditional student-lecturer hierarchies of power, the curriculum of a first-year academic literacy course at a South African university was reconceptualised around an action-learning project.Objectives: The aim is to determine whether the reconceptualised course enabled dialogic learning that fostered a sense of investment in students.Method: An interpretivist paradigm was followed, drawing on a qualitative research approach. To explore the nature of student investment, discourse analysis was used to analyse group reflections submitted at the end of the 21-week course. Student reflections were coded thematically using an inductive approach.Results: These reflections indicate that specific mechanisms need to be in place for effective dialogic engagement. If in place, findings suggest that the dialogic approach could encourage critical thinking, help students to develop problem-solving skills, lead to cognisance of multiple perspectives, deepen understanding of course material and expectations, promote inclusivity, and encourage reflection on the learning process.Conclusion: This study indicates that purposefully embedding a dialogic approach into a curriculum through purpose-driven group activities, can lead to more engaged learning.Contribution: The paper contributes to the field of academic literacy studies by showing how academic literacy practitioners may use the now-established pedagogies of action-learning and dialogic teaching and learning to design courses that create an enabling environment for students to draw on deep approaches to learning.

On authentic questions in academic writing tutorials: Epistemic authority and the co-construction of knowledge

The present paper examines dialogic interaction in educational contexts by problematising the role of authentic questions advocated by proponents of dialogic pedagogy. We begin by reviewing research on questions in teacher-fronted discourse, while critically assessing the types of knowledge these questions target and their potential to result in dialogic interaction. We then move to the context of academic writing tutorials, which differ significantly with respect to the knowledge the participants bring to the conversation, and where authentic questions have received relatively little attention. We analyse tutor questions and their sequential unfolding in tutorials where the tutors have the relevant subject-specific knowledge and where they do not – and where authentic questions prevail. The framework of epistemics, as developed in conversation analysis, allows us to establish the extent to which these questions result in the co-construction of new understandings of the assignment topic.

Stand on Dialogic Pedagogy in Our Times of Peace and War: My Perspective on December 12, 2022

This essay represents the publication of my keynote address at the First DPJ online conference on December 12, 2022. In my speech, I defined how I perceive “our times” and how Dialogic Pedagogy in our times of peace and war may try to address these challenges or even if we should do so. I continued developing the concept of Ontological Dialogic Education. What is the role of Ontological Dialogic Education in addressing the challenges of our times, and is it relevant at all? Why and how can it contribute to a vision of a liberal democracy, if at all? This questioning let me introduce a key post-Enlightenment notion of education based on students’ self-determination and dignity.