A linguistic ethnographic study of dialogic teaching in upper primary classrooms

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F21%3A10427589" target="_blank" >RIV/00216208:11210/21:10427589 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=dpFvShOg85" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=dpFvShOg85</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.lcsi.2021.100500" target="_blank" >10.1016/j.lcsi.2021.100500</a>

Result language
angličtina
Original language name
A linguistic ethnographic study of dialogic teaching in upper primary classrooms
Original language description
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.
Czech name
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Czech description
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Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
60203 - Linguistics

Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year
2021
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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