TY - JOUR

T1 - Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms

AU - Maine, Fiona

AU - Cermakova, Anna

PY - 2021/6/30

Y1 - 2021/6/30

N2 - The features of dialogic classrooms are well researched and theorised, yet the nuanced actions of dialogic teachers as they enable such a context are less well defined. This study takes a linguistic ethnographic approach to unpack the subtle differences in approach that three teachers take in their primary classrooms. The study is uniquely positioned in that all teachers were part of a larger project where they engaged in a series of lessons promoting dialogic interactions and discussions that aimed to foster tolerance, empathy and inclusion. As such they followed the same lesson plan – though each took the discussion in a different direction. Results find that analysis at macro and micro level, drawing on linguistic ethnographic methodology, in addition to well-established modes of dialogic analysis, highlighted the importance of seemingly minor discourse features that had significant impact on the resulting responses from children. Additionally, in all classes a common ethos of community and shared commitment to learning goals, norms for classroom discussion, and an affective convergence of social cohesion was apparent.

AB - The features of dialogic classrooms are well researched and theorised, yet the nuanced actions of dialogic teachers as they enable such a context are less well defined. This study takes a linguistic ethnographic approach to unpack the subtle differences in approach that three teachers take in their primary classrooms. The study is uniquely positioned in that all teachers were part of a larger project where they engaged in a series of lessons promoting dialogic interactions and discussions that aimed to foster tolerance, empathy and inclusion. As such they followed the same lesson plan – though each took the discussion in a different direction. Results find that analysis at macro and micro level, drawing on linguistic ethnographic methodology, in addition to well-established modes of dialogic analysis, highlighted the importance of seemingly minor discourse features that had significant impact on the resulting responses from children. Additionally, in all classes a common ethos of community and shared commitment to learning goals, norms for classroom discussion, and an affective convergence of social cohesion was apparent.

U2 - 10.1016/j.lcsi.2021.100500

DO - 10.1016/j.lcsi.2021.100500

M3 - Journal article

VL - 29

JO - Learning, Culture and Social Interaction

JF - Learning, Culture and Social Interaction

SN - 2210-6561

M1 - 100500

ER -