The science of dialogic teaching and learning has especially flourished over the last four decades across age-groups, cultures, and contexts. A wide array of studies has examined the uniqueness of dialogue as a powerful tool to lead effective instructional practices, transform the socio-cultural context and people's mindsets, among many others. However, despite the efforts to extend the benefits of this approach, certain difficulties exist which have hindered the consolidation of dialogic pedagogies in the classroom. This review discusses the implications for social impact of the scientific developments on dialogic teaching and learning. Particularly, an overview of the state of the art on dialogic education is presented. Social improvements in academic attainment and social cohesion are some of the fundamental issues discussed. Those are especially relevant to address crucial needs in education and solve some of the most pressing social problems. A communicative mix-methods approach emerges as one of the critical aspects of this field of research in educational psychology to achieve social impact. Some limitations, such as teachers sustaining different forms of monologic discourse, and challenges for a broader impact are discussed in this review.

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 language to raise attraction and be desired, while the 'language of ethics' is used to describe what is 'good' and 'ethical'. This article examines a dialogic intervention with 11-13-year-old children named Dialogic Literary Gatherings and explores its affordances to articulate both forms of language toward nonviolent models. 28 sessions from two elementary schools were analyzed, along with three focus groups with students. Main findings outline that dialogic features enable the emergence of the language of desire in combination to the language of ethics toward nonviolent relationships. Language is the main tool through which human beings interact and exist in society. It allows us to learn, to go further and deeper in thought, learning and development (Bruner 1996; Vygotsky 1978). There is a wide spectrum of discourses and ways in which people communicate to construct realities and those can either perpetuate oppression or transform our relationships into more egalitarian and democratic ones (Freire 1997, 2018). Hence, the discourses in which people are socialized shape our thoughts, values and world views. Especially important are those discourses related to love, desire and attraction in early adolescence since they will play a critical role in their socialization toward egalitarian or violent relationships (Gómez 2015). In particular, research has shown the existence of what has been defined as a coercive dominant discourse. This discourse, which establishes a link between attraction and violence, might affect young people's socialization leading toward engaging in power or violent relationships (Puigvert et al. 2019; Racionero-Plaza et al. 2018). Under the influence of such discourse, many of the messages youth receive and produce can be articulated under two categories defined as the language of desire (LoD)-referred

In December 2020, the Catalan Parliament approved by unanimity the world’s first legislation of the concept of Isolating Gender Violence (IGV); in 2021, several parliaments are developing their own legislations. The elaboration of this concept and later this name has been a long and dialogic process among diverse scientists, policymakers, governments, parliaments, victims, survivors, social organizations and citizens. Since 2016, CREA (Community of Research on Excellence for All) has developed a process of elaborating the concept of IGV oriented to obtain the scientific, policy and social impact required to make a key contribution to overcoming gender violence. This process was simultaneous to the elaboration by the same researchers of the criteria of policy and societal impact of the EU’s scientific programme of research (Horizon Europe). This paper presents this dialogic research conducted to get the concept and the name IGV and the consequences of this concept along scientific, policy and social impact. The results show that the key for getting the name and the impacts of this scientific robust concept has been three of the main characteristics of the present EU research program Horizon Europe: the priority of social impact, the co-creation of knowledge between scientists and citizens and sustainability.

Research in the field of educational linguistics has found that low levels of academic language development negatively affect children’s language, reading and writing skills and, therefore, academic achievements. This is more noticeable in students from low SES backgrounds, who traditionally have a lower exposure to academic language. Nevertheless, dialogic learning environments such as Dialogic Literary Gatherings (DLGs), a worldwide educational practice where participants read and debate literary classics in an egalitarian dialogue, contribute to the appearance of school-relevant language and literacy skills. Although multiple studies on DLGs have shown their impact in different levels, including improving vocabulary and reading skills, the emergence of such skills has not been studied in depth yet. This exploratory study aims to analyze the emergence of academic language and literacy skills in 19 students between the ages of 11 and 13 studying in a school in Spain with over 90% immigrant students. Results show that the egalitarian dialogue in which DLGs are based favors the emergence of school-relevant language and literacy skills, such as judgements and arguments, referential links, or connectives.

Schools play a crucial role in creating supportive and safe environments, and positive feelings are key in fostering such environments. Schools as Learning Communities, based on the dialogic participation of the whole community, are improving social cohesion. However, the underlying processes leading to such transformations remain underexplored. This article suggests that successful educational actions (SEAs) implemented in a school as a learning community, analyzed in this case study, promote positive feelings such as friendship and empathy, contributing to a safe and supportive environment. The purpose of this study was to analyze how SEAs generate friendship and empathy and their impact in the environment in a school as a learning community in Spain. To that end, the methods used were interviews with 18 students and 10 teachers, and reviews of two documentary films featuring the school. Results suggest that SEAs generate friendship and empathy among many children by promoting mutual support and sharing narratives in such dialogic settings. In addition, developing friendship and empathy contributes to reducing violent behaviors and promoting more inclusive attitudes among many students. This study concludes by providing insights on how SEAs can contribute to safe and supportive environments through fostering friendship and empathy.

Methodologies of research aimed at achieving social impact, such as the Communicative Methodology (CM), have overcome the instrumental uses of language. Alongside these, research on memory has shown how this is not a static construct but one that is continuously evolving through social interaction. Research on youths’ sexual-affective relationships achieving social impact currently combines these two frameworks. However, from a methodological perspective, what advancements allow for the achievement of such an impact has not been explored yet. The current study contributes a new methodological contribution within the CM, the Dialogic Reconstruction of Memory (DRM). Six interviews were conducted with researchers studying sexual-affective relationships and participants in this kind of study. The results show how both interviewed researchers and participants identify the emergence of the DRM during and after communicative interviews. In turn, this leads to a series of modifications to communicative interviews and opens up possibilities for personal transformation. These findings open new avenues for research with social impact.

The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.

The James Bond films have had great impact in society from the first one to the most recent one (1962-2021). Much research has been conducted on them, particularly about masculinity and femininity representations. Bond habitually embodies a model of masculinity that disdains women in repetitive dynamics in each film disguised as a halo of seduction. It is identified that this masculinity model has changed in the last films towards a more sensitive and less sexist one. However, the audience’s perception of Bond’s attractiveness according to this change has not been analyzed in depth. This paper aims at studying people’s perceptions of Bond’s attractiveness as the character’s way of treating women changes, particularly in the last film No time to die. To that end, film reviews and user comments in digital platforms were revised. Then, 6 interviews have been conducted. Results show that the language of ethics is used mostly to refer to the correctness of Bond’s changes. The language of desire is mainly used to express a preference for the attractiveness of the traditional model of Bond’s masculinity. A discussion about the language of ethics and the language of desire related to the coercive discourse is made proposing further research.