Thinking together in primary classrooms has received much scholarly attention in recent years, with a focus on educational dialogue at the forefront of studies concerned with identifying what constitutes effective language for learning. Whilst the expression of explicit reasoning is often discussed, less attention has been given to the role that…

Dialogic approaches based on active student participation, open, respectful discussion, exploring and critiquing different perspectives are increasingly found to support student learning. However, the specific productive forms of teacher-student interaction have rarely been studied systematically. A recent large-scale project explored the…

Cold-calling has been proposed as an effective engagement strategy to enhance student participation in whole-class discussions. However, calling on students who did not volunteer can also be understood as a face-threat. The ways in which teachers accomplish cold-calling could prove critical as to how cold-calling is received. The linguistic,…

Research suggests that in linguistically and socially diverse classrooms, teachers should draw on their students' multilingual repertoires. Although several approaches to use students' home languages exist, the accessibility of this knowledge among teachers is still limited. Recently, a holistic approach has been put forward to address the needs…

Dialogic pedagogy aims to promote deliberative democratic skills, virtues and practices within an equitable and empowering classroom environment. This article problematizes the practice of setting classroom ground rules in light of dialogic pedagogy's democratic aspirations. Specifically, we explore the space for dissenting voices within the…

Recent studies on classroom discourse have challenged the traditional classroom role set and emphasised equal contributions from the participants and the emergence of knowledge through active participation. Co-learning emphasises the process in which teachers and students attempt to adapt to one another's behaviour and learn from each other in…

The Initiation-Response-Feedback (IRF) talk sequence dominates whole-class talk in school lessons but frequently provides limited talk options for students. This article examines a variant of the sequence produced by young children and their teacher in an early years' classroom. The multiple-response sequences were identified in classroom…

The dialogic nature of human beings has widely been argued in the scientific literature. Language, as a cultural and psychological tool, has the potential to construct social meanings, including those related to love, attraction and desire. In these emotional dimensions of the self, people use 'the language of desire', defined as the capacity of…

Drawing from an ethnographic project on the subject of "Swedish as a second language" (SSL) in three linguistically diverse upper secondary schools, the aim of this study was to investigate how three SSL teachers, one from each school, discursively constructed SSL, and whether and how they legitimated their role as SSL teachers, in…

The orientation toward a knowledge-based economy has led to the increasing need to pursue advanced degrees to further improve one's competitiveness in society. Research on postgraduate programs has thus sparked interest from multiple perspectives, among which, generated written artifacts such as dissertations have become the center of attention.…

Canada has been largely relying on immigration for population growth. Consequently, early childhood education (ECE) programs in Canadian cities are becoming increasingly linguistically and culturally diverse. Yet, few studies have explored the experiences of immigrant families in ECE programs. This study explores the perspectives and experiences…

'Student success' is a key driver in higher education policy and funding. Institutions often adopt a particular lens of success, emphasising 'retention and completion', 'high grades', 'employability after graduation' discourses, which place high value on human capital or fiscal outcomes. We explored how students themselves articulated notions of…

Research into classroom dialogue suggests that certain forms are especially productive for students' learning. Despite the large number of studies in this area, there is inadequate evidence about the prevalence of the identified forms, let alone their productivity. However, scarcity is widely presumed. The overall aim of the study reported in this…

This article explores how opportunities and limitations in creating intercontextualtiy between everyday and scientific ideas emerge in teacher-student interactions, with a particular focus on the teacher's role. The article draws on data from an empirical, longitudinal, study in a lower secondary school in Norway to analyze student-teacher…

Research in educational linguistics is now challenging the efficacy of monolingual approaches that often dominate educational practices in multilingual settings. In most African nations where multilingualism is the norm, there remains a persistent reluctance by educational stakeholders (principals, teachers, parents, and students) to embrace…