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ERIC Number: EJ961046
Record Type: Journal
Publication Date: 2012-Apr
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0034-0561
Dialogic Teaching: Rethinking Language Use during Literature Discussions
Reznitskaya, Alina
Reading Teacher, v65 n7 p446-456 Apr 2012
Dialogic teaching--a pedagogical approach that involves students in a collaborative construction of meaning and is characterized by shared control over the key aspects of classroom discourse--has been largely advocated by contemporary research and theory. However, studies in the US and UK continue to document the persistence of monologic instruction in today's classrooms. This paper reviews empirically-supported features of dialogic teaching and relates them to relevant theoretical models. It describes the Dialogic Inquiry Tool (DIT), an observational rating scale designed to engage elementary school teachers in a systematic and deliberate examination of their interactions during group discussions of assigned readings. The paper uses excerpts of classroom discussions to demonstrate the use of the DIT and to discuss its potential for informing teacher practice and encouraging reflection on the relationship between language and pedagogy.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United States