ERIC Number: ED331069
Record Type: RIE
Publication Date: 1991-Mar-21
Reference Count: N/A
Employing Freire's Notion of Dialogue as the "Sealing Power" in the Writing Classroom: Theoretical Base and a Call for Change.
The dialogic method of teaching, which is based on Paulo Freire's notion of dialogue as the "sealing power" in the writing classroom, encourages critical thinking and interaction, and should take a more prominent place in composition classrooms. According to Lev Vygotsky, knowledge, thought, and learning are social and collaborative acts. Language that includes thought and action is used in writing, and writing communicates the multitude of voices inside each person. By employing dialogic interaction in the classroom (beginning with the students' own understanding and descriptions of daily life experiences) the teacher can help the students to bridge the gap between the abstract intellectual idiom of the classroom and the reality of the outside world. Kenneth Bruffee's concept of collaborative learning (based on Vygotsky) is essential to writing classrooms. There are four different types of dialogic strategies that can be employed in the writing classroom: (1) begin the course by asking the students to reveal their writing experiences, the problems they encounter in writing, and their attitudes towards writing; (2) use the word association exercise so that students can learn a variety of ways to organize their thoughts; (3) "situate" learning in the students' cultures using their ideas or themes; and (4) collaborate with the students by guiding their research rather than directing it. (Fourteen references are included.) (PRA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Collaborative Learning; Dialogic Education; Freire (Paulo)
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (42nd, Boston, MA, March 21-23, 1991).