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Dialogic teaching talk in service of a dialogic stance

Dialogic teaching talk in service of a dialogic stance

 Boyd, Maureen Patricia.
 2011
 p. 515-534 English
Ngôn ngữElementary school education.Instructional stance.Questioning.Classroom dialogue.Dialogic teaching.
Tác giả CN Boyd, Maureen Patricia.
Nhan đề Dialogic teaching: talk in service of a dialogic stance / Maureen Patricia Boyd and William C. Markarian
Thông tin xuất bản 2011
Mô tả vật lý p. 515-534
Tóm tắt We consider what it means to be a dialogic teacher as characterized by Paulo hrcirc and Robin Alexander, and utilizing discourse analysis, we explicate how one elementary teacher’s talk reflects these characteristics. We provide context for and analysis of a seven-minute discussion selected as a cumulative achievement the focal nine-year-olds are capable of after a year’s exposure to dialogic teaching. These students explored many authors’ stereotypical treatment of orphanages as a common setting in children s literature and considered how it impacted character development and the readers predis-position toward characters. We explore the role the teacher played to mobilize students everyday knowledge, listen attentively as students grappled with ideas, and then anchor his questions and comments in students’ contributions. Using talk in this way, he was able to negotiate school knowledge, specifically literate talk, and effectively connect it to what his students already knew. We highlight the concept of dialogic stance and argue that it is not isomorphic with the way a particular utterance is syntactically structured It is rather a function of how patterns of talk may open up discourse space for exploration and varied opinions, and how teacher- and student decision-making about content is presented and discussed
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Elementary school education.
Từ khóa tự do Instructional stance.
Từ khóa tự do Questioning.
Từ khóa tự do Classroom dialogue.
Từ khóa tự do Dialogic teaching.
Tác giả(bs) CN Markarian, William C.
Nguồn trích Language and education- 2011, Vol25, N.6
MARC
Hiển thị đầy đủ trường & trường con
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362[ 0] |a Vol. 25 (November 2011)
520[ ] |a We consider what it means to be a dialogic teacher as characterized by Paulo hrcirc and Robin Alexander, and utilizing discourse analysis, we explicate how one elementary teacher’s talk reflects these characteristics. We provide context for and analysis of a seven-minute discussion selected as a cumulative achievement the focal nine-year-olds are capable of after a year’s exposure to dialogic teaching. These students explored many authors’ stereotypical treatment of orphanages as a common setting in children s literature and considered how it impacted character development and the readers predis-position toward characters. We explore the role the teacher played to mobilize students everyday knowledge, listen attentively as students grappled with ideas, and then anchor his questions and comments in students’ contributions. Using talk in this way, he was able to negotiate school knowledge, specifically literate talk, and effectively connect it to what his students already knew. We highlight the concept of dialogic stance and argue that it is not isomorphic with the way a particular utterance is syntactically structured It is rather a function of how patterns of talk may open up discourse space for exploration and varied opinions, and how teacher- and student decision-making about content is presented and discussed
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
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