A discussion of some key Bakhtinian and Volosinovian notions and nudges towards their possible utility. These ideas might re-define character in theatre performances.
The research question asks how interactive whiteboards can support interactivity and dialogic communication between teachers and students. This is mostly focused on use in Secondary History; although Primary and middle schools included in the study.
Rose discusses the Australian Learning to Read:Reading to Learn programme as a prescription for the new South Africa. Detailed examples of application of this model and its techniques. Good discussion of underlying (Vygotskyan) principles; and how this model diverges fundamentally from its failed traditionalist and progressivist rivals. Based on extensive, long-running and highly successful action research.
Woodward-Kron looks at the role of university language learning advisers and how they work with NNS students and subject teaching staff. Recommends dialogic exploratory talk as scaffolding in one-to-one work with students. Notes that the disciplines do not recognise or accept their own role in language teaching. Pilot study - strictly indicative.
The authors suggest that a necessary tension exists between authoritative and dialogic approaches as dialogic exchanges are followed by authoritative interventions (to develop the canonical scientific view), and the authoritative introduction of new ideas is followed by the opportunity for dialogic application and exploration of those ideas
Wingate deals with development of induction program for all students at Kings, something not well addressed previously in UK.
Recommends discipline-specific genre-based approach using exemplar materials drawn from student work.
Outlines application of deconstruction/joint construction/individual construction (Martin & Rose, Rothery) procedure through small group work with prepared guidance and commentaries. Suggestive of dialogic teaching, though this not directly explored.
Notes student preference for authentic essays; and subject tutors reluctance to engage.
Small scale and early reported - tentative.
This paper provides a contextual, discourse analytical account of one writing consultation between a faculty-based language adviser and a Master of Public Health NESB student. The findings show that the consultation was a dynamic exchange during which a range of meanings were negotiated. The findings also show that the adviser scaffolded the student’s academic writing and learning in a number of ways
The purpose of this research was to explore trainer questioning strategies which aimed to scaffold development and learning in teacher training feedback sessions. Research was conducted with a group of Turkish pre-service English teacher trainees at an English-medium university in Turkey. Findings include a categorisation of different question types which seemed to prompt reflection and construction of knowledge. The data also suggest that trainees need varying levels of support through different question types to better scaffold their understanding of teaching.
The paper questions why practice seems resistant to change, despite the promotion of social constructivist approaches to learning in university. Research has suggested that at the heart of the matter are the ‘inflexible’ values and beliefs that primary postgraduate trainees bring to initial teacher training programmes and a tendency to default to observed practice.
Martin and Rose make reference to how genre based approaches have been hugely successful in Australian schools. They recognise that introducing a genre based approach causes problems in English language programs: how can knowledge and skills be effectively learnt and to teach this knowledge an skills. Advocating a top down approach in contrast to a traditional bottom up approach to language teaching, Martin and Rose discuss Rothery's model of deconstruction, joint construction and independent construction to illustrate how talk and dialogue can be used to successfully allow learners to become independent in reading and writing themselves.