Exploratory Talk and Dialogic Inquiry

Wells, Gordon; Ball, Tamara

doi:10.4135/9781446279526.n10

Cited by 9 publications

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“…In the existing literature, a variety of terms are used to conceptualise dialogic instruction (e.g. academically productive talk, accountable talk, dialogic inquiry, dialogic teaching and productive classroom dialogue;Wells & Ball, 2008; Resnick et al , 2010; Pehmer et al , 2015; Alexander, 2017). A central principle underlying dialogic instruction is that teachers can guide students to verbalise, share and co‐construct knowledge about the subject matter not only individually, but also by thinking and interacting with others (Webb et al , 2014; Resnick et al , 2015).…”

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The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom

Chen

Zhang

Chan

et al. 2020

British Educational Res J

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This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N 7th grade = 1,146 and N 8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers' APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students' perspective and highlights the mediating role of student emotions in the relationship.Although past studies from the perspectives of teachers and researchers show how teachers' guidance of productive classroom talk supports students' cognitive processes, few have investigated the social and emotional relationship between teacher talk and student classroom engagement from the perspective of students. To fill this gap, this study examines how students' perceptions of the teacher's use of classroom talk are linked to their emotions (enjoyment and anxiety) and discursive engagement with classmates. Specifically, we examine the academically productive talk (APT) of teachers from the students' perspective. APT is a form of dialogic instruction that teachers use to position students as active thinkers in classroom conversations (Michaels & O'Connor, 2015;Resnick et al., 2015).

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The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom

Chen

Zhang

Chan

et al. 2020

British Educational Res J

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“…However, to do this requires the teacher's awareness and the teacher and children need to train their participation in discourse (Wells, 1986;Wells & Ball, 2008). In practice, during the discourse the participants need to learn the rules: timing -when to enter the discourse and say your piece, speaking without interrupting, respectful consideration of other participants even if they contradict their own opinions (Blum-Kulka 2008;Cohen, 2008) and the use of expressions such as "in my opinion" or "I think" (Callander, 2013).…”

Section: Discussionmentioning

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Philosophical Discourse of Children in the Multi-Dialogical Kindergarten

Efrat¹

2016

European Proceedings of Social &Amp; Behavioural Sciences

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“…En el escenario del aula, organizado como una comunidad (Erikson, 1993), las interacciones entre los agentes participantes, docentes y alumnado, generan dinámicas comunicativas vinculadas con la mediación para el aprendizaje y la lectura. En una comunidad en la que prima el diálogo y la colaboración, tanto el profesorado como los niños llevan a cabo procesos de acompañamiento, actuando como mediadores (Wells y Ball, 2008).…”

Section: La Mediación Para La Comprensión Lectoraunclassified

Claves de la mediación para el desarrollo de la comprensión lectora.Un estudio cualitativo en aulas de 4º de educación primaria//Mediation in the development of reading comprehension. A qualitative study in primary education

Blasco-Serrano

Pérez²,

Laparte³

2019

REOP

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RESUMENDesde una perspectiva socioconstructivista y de acuerdo al modelo PASS, la mediación es una estrategia fundamental para el desarrollo de la lectura. Esta investigación indaga sus claves para favorecer la comprensión lectora en aulas de 4º de educación primaria. Se utiliza un estudio de caso múltiple, de tipo evaluativo, en tres contextos escolares diferenciados. Los datos se recogen a través de la observación participante, las entrevistas a las maestras, los grupos de discusión y microrrelatos a los niños. El análisis cualitativo se lleva a cabo desde el momento inicial de registro con el método comparativo constante. Los resultados vertebran la mediación para favorecer la comprensión lectora desde tres macrocategorías: la sensibilidad de los miembros de la comunidad educativa, las dinámicas organizativas marcadas por la colaboración y participación regulada, así como la argumentación basada en el debate y el diálogo para la metacognición explícita. Las relaciones entre las distintas categorías y los diferentes contextos marcan matices de interés en el desarrollo de los procesos de mediación, que resaltan el rol modulador de la cultura docente en el potencial de las claves obtenidas. Los resúmenes de trabajos empíricos deben seguir esta estructura.ABSTRACT From a socioconstructivist perspective and according to the PASS model, mediation is a key strategy for reading development. This research explores how to promote reading comprehension in 4th grade primary education students. A multiple case study design, in an evaluative way, is used in three different school contexts. The data presented were obtained through participant observation, interviews with teachers, groups of discussion, and children’s micro-stories. The qualitative analysis is carried out with the constant comparative method. The results show that mediation improves reading comprehension from three macro-categories: the sensitivity of the educational community, the organizational dynamics indicated by the collaboration and regulated participation, and the argumentation based on the debate and the dialogue for the explicit metacognition. The relationship between the different categories and contexts show nuances of interest in the development of the mediation processes, which highlight the modulating role of the teaching culture in the potential of the key issues obtained. The relation between different categories and contexts indicate the interest in the mediation process development, as well as highlighting the role of teaching culture in the potential of the obtained keys points.

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Exploratory Talk and Dialogic Inquiry

Cited by 9 publications

References 0 publications

The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom

The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom

Philosophical Discourse of Children in the Multi-Dialogical Kindergarten

Claves de la mediación para el desarrollo de la comprensión lectora.Un estudio cualitativo en aulas de 4º de educación primaria//Mediation in the development of reading comprehension. A qualitative study in primary education

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