Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels

García-Milà, Mercè; Miralda-Banda, Andrea; Remesal, Ana; Castells, Núria; Gilabert, Sandra

doi:10.3390/su13116410

Cited by 6 publications

(4 citation statements)

References 33 publications

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“…Based on the findings of the research, integrating instructional scaffolding interaction cycle into dialogic teaching-based program has proved to be effective in developing students' listening and speaking skills. Integrating instructional scaffolding interaction cycle into dialogic teaching maximises the full affordances of dialogic teaching for fostering students' knowledge construction, metacognition skills, and scientific reasoning (Garcia-Mila et al, 2021). Integrating instructional scaffolding interaction cycle into dialogic teaching promote idea-sharing and self-reflection.…”

Section: Discussionmentioning

confidence: 99%

Integrating Instructional Scaffolding Interaction Cycle into Dialogic Teaching to Enhance EFL Listening and Speaking Skills Among Faculty of Education Sophomores

Elghotmy

2023

مجلة کلية التربية - جامعة المنوفية

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The current research investigates the effectiveness of a program based on integrating instructional scaffolding interaction cycle into dialogic teaching in developing Faculty of Education sophomores' EFL listening and speaking skills. The participants of the research comprised seventy-six students. They were drawn randomly from second year students enrolled in the Faculty of Education, Menoufia university. The participants were divided into two groups; experimental (38) and control (38). The research adopted the quasi-experimental pre-posttest design. The experimental group received instruction based on integrating instructional scaffolding interaction cycle into dialogic teaching, while the control group received regular instruction. The instruments included EFL listening and speaking skills pre-posttests and a rubric for scoring the speaking test. The findings revealed that using a program based on integrating instructional scaffolding interaction cycle into dialogic teaching positively affected Faculty of Education sophomores' EFL listening and speaking skills.

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Section: Discussionmentioning

confidence: 99%

Integrating Instructional Scaffolding Interaction Cycle into Dialogic Teaching to Enhance EFL Listening and Speaking Skills Among Faculty of Education Sophomores

Elghotmy

2023

مجلة کلية التربية - جامعة المنوفية

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“…With this project, it is proven that gradually the character of global diversity in students is formed and helps make students culturally literate. Cultural literacy is defined as a set of attitudes (inclusion, tolerance, and empathy) and skills (dialogical argumentation) needed to understand other people in our daily lives (Garcia-Mila et al, 2021). So that with its cultural awareness, it allows students to engage in socially acceptable behavior to people from diverse cultural backgrounds (Fong, Catagnus, Brodhead, Quigley, & Field, 2016).…”

Section: Discussionmentioning

confidence: 99%

Realize Tolerant Students Through Strengthening the Profile of Pancasila Students with Global Diversity in Elementary Schools

Faizah,

Dina,

Anggraini

2023

QLMN

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Cultural awareness enables individuals to behave following social norms in various cultures. This research describes the practice of character cultivation by strengthening the Pancasila Berkebinekaan global student profile project at SDN Pagentan 3, focusing on recognizing and appreciating cultural diversity. A qualitative descriptive method was employed, utilizing data collection techniques such as interviews, observations, and documentation. The findings indicate that cultivating character through the Pancasila Berkebinekaan global student profile project at SDN Pagentan 3 is centered around introducing and understanding values through traditional Indonesian dances, Indonesian cuisine, and traditional attire. This character cultivation involves three stages: 1) the moral knowing stage, achieved through the integration of the curriculum and global diversity values from relevant sources such as images and videos; 2) the moral feeling stage, where students are directly engaged in experiences such as sharing Indonesian cuisine, participating in traditional dances, and wearing traditional attire to foster pride in Indonesian culture and respect for cultural differences. 3) the moral action stage is fostered through activities encouraging students to express their opinions, collaborate, and acknowledge one another's achievements. This research is a reference for educators in designing character education programs to help students internalize global diversity values at the Elementary School level.

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“…They point to the need for this teaching modality to include face-to-face meetings so that dialogicity could be properly exercised. Garcia-Mila et al, 2021, examine the effects of adopting dialogicity in exploring specific themes in Tarragona, Spain.…”

Section: Dialogicality As a Challengementioning

confidence: 99%

Dialogicity as an educational practice with significant social implications

Soares¹

2023

prometeica

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In this paper we explore the concept of dialogicity, taking a workshop offered to in-service indigenous teachers as a reference. This concept has been explored for decades in the academic literature. In recent years, it has gained greater importance, as official curricula in several countries have emphasized the importance of developing education that is more centered on the needs of learners. Although the general guidelines of these curricula are defined, the exercise of dialogue in classrooms involves the challenge of balancing the formal requirements of the various fields of knowledge with the students' own interests. Thus, in most cases, researchers examine dialogues in the classroom, verifying the extent to which teachers allow students to express themselves on issues specific to school knowledge. In this sense, it is still not the students’ existential questions that prevail, since the most valued results of the dialogues are already defined in advance. Such results will be related to the domain of school contents. Would it be possible to approach formal education in other ways? Would it be possible to prioritize questions raised by students? These are present challenges for educators who propose to approach teaching from a socially centered perspective. The workshop described in this paper constitutes an example of dialogicity exercised from an existential questioning formulated by the participating teachers. Such questioning was related to the creation of a numbering system that would suit their mother tongue. In that context, it can be inferred that there has been progress in the sense of understanding school practice as a possibility of broadening perceptions of the world through serious consideration of the needs formulated by the learners.

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Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels

Cited by 6 publications

References 33 publications

Integrating Instructional Scaffolding Interaction Cycle into Dialogic Teaching to Enhance EFL Listening and Speaking Skills Among Faculty of Education Sophomores

Integrating Instructional Scaffolding Interaction Cycle into Dialogic Teaching to Enhance EFL Listening and Speaking Skills Among Faculty of Education Sophomores

Realize Tolerant Students Through Strengthening the Profile of Pancasila Students with Global Diversity in Elementary Schools

Dialogicity as an educational practice with significant social implications

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