Arab World English Journal (AWEJ) Volume 8. Number 4. December 2017
The impact of Dialogic Teaching on English Language Elhassan &
Adam
Arab World English Journal
www.awej.org
ISSN: 2229-9327
52
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Dialogi c teachin g and oth er talk
In a nutshell, di alogic t eachi ng comprises repert oi res for ever yda y t al k,
learning t alk , teachi ng t alk, Academi c t alk and cl as sroom organiz ation on
whi ch the t eacher draws flexibl y accordi ng to purpos e and the contexts,
dial ogi c t eaching has five principl es that has been i dentifies by (Al exander,
2008b, pp. 112 –113):
• talk for everyday life
• learning talk
• teaching talk
• Classroom organization
3.
Pedagogical Rep ertoires of Di alogic T eaching
Fi rst, the i dea of repertoi re is paramount. The vari ed obj ectives of t eaching
cannot be achi eved t hrough a singl e approach or t echnique .
Dialogi c teachi ng com bines four repert oires: Thes e repertoi res are us ed
flexibl y, on the basi s of fi tness for purpos e, but the princi ples rem ai n constant.
Repertoi re (i ): talk for ever yda y li fe .
The t al k of ever yda y li fe is identified b y s oci o-li nguists as an y ki nd of t alk
whi ch em powers and support ever yda y human int eractions. The ki nd of t alk t hat
educational inst ituti ons perform to help l earners t o develop, explore and us e each
of these: t rans actional t alk,
exposi tor y t alk, int errogator y t alk, explorator y t alk,
expressi ve t alk, and evaluati ve talk.
Mercer and Litt let on (2007) i denti f y a central rol e of t he t eacher in det erm ining
the cl as sroom et hos and ensuring opportuniti es for l earners to buil d on each
other’s ideas. In arguing that gr ound rules are necessary
to enable learners to
engage, M ercer and Hodgki nson (2008) cl arif y the di fference bet ween
explorat or y talk, whi ch requi res an unders tanding t hat ideas wi ll not be ridi cul ed
or aggressively contradicted, and ‘presentational talk’, w hich tests understanding
and focus es on correct ans wers. Although both forms
of talk have a parti cul ar
functi on, exploratory talk is seen as embod yi ng the charact eristi cs of
account abi lit y, clarit y, constructive criti cism and receptivenes s.
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