Open AccessDOI
Promoting a dialogic pedagogy in English teaching
Frank Hardman
- pp 50-61
TLDR
In this paper, the authors focus on effective classroom talk in English teaching where students are able to actively participate in their own learning and communicate their evolving understanding in spoken forms in group-based, whole-class and one-to-one interactions.Abstract:
The focus of this chapter is on effective classroom talk in English teaching where
students are able to actively participate in their own learning and communicate
their evolving understanding in spoken forms in group-based, whole-class and
one-to-one interactions. It will discuss the centrality of talk in the learning process
and consider the extent to which teachers can enhance student learning through
questioning and feedback which asks students to expand on their thinking, justify
or clarify their opinions or make connections to their own experiences. It will also
address how the professional development needs of teachers can be met so as to
enhance the quality of spoken interaction in the classroom.read more
Citations
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Journal ArticleDOI
Shifting the primary focus: assessing the case for dialogic education in secondary classrooms
TL;DR: In this article, six leading academic researchers in the field are interviewed to explore the reasons for this primary bias to date, and their perceptions of both the difficulties and the potential benefits of dialogic education in secondary schools.
Dissertation
Developing whole-class interactive teaching: meeting the training needs of Syrian EFL secondary school teachers
TL;DR: This paper explored teacher instructional practices within EFL secondary school classrooms in Syria and highlighted the need to invest in teachers professional development, particularly during the critical phase of curriculum innovation, to pro-mote communicative approaches in the Syrian educational system.
Journal ArticleDOI
Interactive micro-processes in classroom discourse: turning points and emergent meanings
Consuelo Mameli,Luisa Molinari +1 more
TL;DR: In this article, the authors analyze the micro-processes that are emergent moment-by-moment in the unfolding interactions between teacher and pupils, and identify the conditions under which the interactive orientation of a sequence changes.
Journal ArticleDOI
Talking about talk: reviewing oracy in English primary education
TL;DR: A review of oracy in primary education (5-11) in England can be found in this article, where a critique of related policy initiatives including various iterations of the English National Curriculum and its associated publications and explores the impact of research and policy on practice, concluding that teachers' confidence in this aspect has been low and their practice inconsistent.
Journal ArticleDOI
Agency, Responsibility and Equity in Teacher versus Student-Centred School Activities: A Comparison between Teachers' and Learners' Perceptions.
TL;DR: In this paper, the authors compared students' and teachers' perceptions of two differently organized learning environments, i.e., teacher versus student-centred activities, and found that teachers tended to emphasize their capacity to foster agency, responsibility and equity both in teacher and student-centered activities.