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ERIC Number: EJ776468
Record Type: Journal
Publication Date: 2007-Feb
Pages: 10
Abstractor: ERIC
Reference Count: 14
ISSN: ISSN-0034-527X
Conceptualizing a Whole-Class Learning Space: A Grand Dialogic Zone
Freedman, Sarah Warshauer; Delp, Verda K.
Research in the Teaching of English, v41 n3 p259-268 Feb 2007
In this reflective essay, the authors focus their attention on the whole-class learning space. Managing a whole-class space comprised of a diverse student population raises many issues for teachers as they struggle to create opportunities for meaningful interactions for their students. In the whole-class learning space, which ultimately is co-constructed by the teacher and the students, teachers must consider how to meet a range of student needs at once; they must consider how to meet those needs in an equitable and fair way; they must account for the coming together of many voices and for orchestrating how those voices can support one another; they must move the group forward, and support and structure and push further forward its individual members. The authors named this kind of whole-class space "a grand dialogic zone" (GDZ). The notion of a GDZ emerged as they examined their previous findings about Delp's teaching and her students' learning and as they tried to re-envision the classroom in terms of movement forward, not just of individual students, but also of the whole class. To push their thinking further, they reexamine two key aspects of the GDZ: the relationship between the group and the individual, and the nature of the zone of proximal development (ZPD) within the GDZ, including the roles the teacher and students play. After that, they turn to neo-Vygotskian and Bakhtinian theory as they situate their work in the context of activity theory and consider possibilities for future research. (Contains 1 note.)
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A