Pub Date : 2021-04-03DOI: 10.1080/19463014.2021.1883255
Anne Marie Guerrettaz
ABSTRACT This coda begins by briefly discussing the constructs at the heart of this special issue – materials use, classroom discourse, materiality, and materials – highlighting how the compilation contributes to the expanding definition of language learning and teaching materials. I then discuss two interrelated guiding questions of this compilation – how materials and discourse influence one another – and posit that an important first step for the field is conceptualising the nature of materials-in-interaction (i.e., the materials-discourse interface). The majority of the article then goes on to explore three ways of (re)conceptualising and studying materials use with a focus on the materials-interaction interface, examples of which are identifiable across the empirical articles of the issue. These include reconceptualizations of ‘materials use’ as: 1) assemblages, 2), ‘grammars of action’ and 3) ‘phenomenological activity’. The first two are somewhat novel concepts in language education research. The third, ‘activity’, is a ‘common sense’ construct in the field which has surprising not been well defined from an empirical, ‘phenomenological’, and ‘theoretically neutral’ perspective. The article concludes with a brief discussion about aspects of ‘materials use’ that are evident in all three conceptualisations of materials-in-interaction.
{"title":"Coda: materials-in-interaction as assemblages, grammars of action, and phenomenological activity","authors":"Anne Marie Guerrettaz","doi":"10.1080/19463014.2021.1883255","DOIUrl":"https://doi.org/10.1080/19463014.2021.1883255","url":null,"abstract":"ABSTRACT This coda begins by briefly discussing the constructs at the heart of this special issue – materials use, classroom discourse, materiality, and materials – highlighting how the compilation contributes to the expanding definition of language learning and teaching materials. I then discuss two interrelated guiding questions of this compilation – how materials and discourse influence one another – and posit that an important first step for the field is conceptualising the nature of materials-in-interaction (i.e., the materials-discourse interface). The majority of the article then goes on to explore three ways of (re)conceptualising and studying materials use with a focus on the materials-interaction interface, examples of which are identifiable across the empirical articles of the issue. These include reconceptualizations of ‘materials use’ as: 1) assemblages, 2), ‘grammars of action’ and 3) ‘phenomenological activity’. The first two are somewhat novel concepts in language education research. The third, ‘activity’, is a ‘common sense’ construct in the field which has surprising not been well defined from an empirical, ‘phenomenological’, and ‘theoretically neutral’ perspective. The article concludes with a brief discussion about aspects of ‘materials use’ that are evident in all three conceptualisations of materials-in-interaction.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"44 1","pages":"168 - 190"},"PeriodicalIF":1.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74042941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/19463014.2020.1856696
Mel M. Engman
ABSTRACT The growing demand for Indigenous language education in the United States often relies on community teachers with widely varying proficiencies as part of local language reclamation efforts. While these English-dominant ‘teacher-learners’ play a central role in the success of classroom-based K-12 language programs, their classroom experiences and practices have received little attention in second language acquisition research. I address this gap in the literature by examining an English-dominant Ojibwe teacher-learner’s pedagogical practices in an English-dominant tribal school. I theorise the use of colonial language and materials by relying on linguistic ethnography’s multi-scalar approach to language in use as well as a focus on sign-makers’ transformations of local resources. Findings show how the teacher-learner’s reliance on relational knowledge and colonial language framing scaffolds translingual practices and opens up discursive space for learners to experiment, play, and learn. This study highlights how one teacher-learner negotiates the ideological and material conditions that shape the learning and use of an Indigenous language within a colonial institution (school) that has long been a tool of assimilation and erasure.
{"title":"A worksheet, a whiteboard, a teacher-learner: leveraging materials and colonial language frames for multimodal indigenous language learning","authors":"Mel M. Engman","doi":"10.1080/19463014.2020.1856696","DOIUrl":"https://doi.org/10.1080/19463014.2020.1856696","url":null,"abstract":"ABSTRACT The growing demand for Indigenous language education in the United States often relies on community teachers with widely varying proficiencies as part of local language reclamation efforts. While these English-dominant ‘teacher-learners’ play a central role in the success of classroom-based K-12 language programs, their classroom experiences and practices have received little attention in second language acquisition research. I address this gap in the literature by examining an English-dominant Ojibwe teacher-learner’s pedagogical practices in an English-dominant tribal school. I theorise the use of colonial language and materials by relying on linguistic ethnography’s multi-scalar approach to language in use as well as a focus on sign-makers’ transformations of local resources. Findings show how the teacher-learner’s reliance on relational knowledge and colonial language framing scaffolds translingual practices and opens up discursive space for learners to experiment, play, and learn. This study highlights how one teacher-learner negotiates the ideological and material conditions that shape the learning and use of an Indigenous language within a colonial institution (school) that has long been a tool of assimilation and erasure.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"1 1","pages":"75 - 100"},"PeriodicalIF":1.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87119276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/19463014.2020.1867593
Samuel S. David, M. Cole
ABSTRACT This article, a case study of a single instance of collaborative translation in the classroom, explores the role of material mediation and embodied activity in the linguistic problem solving work of emergent multilinguals. We describe one teacher’s lesson with a small group of Spanish speaking students in her 7th grade ESL classroom. Collaborative translation is an approach that leverages the translation process (defining, translating, reading, revising, and discussing) to engage students in close readings of the text as they draw on their metalinguistic knowledge to promote deeper comprehension. Using multimodal interaction analysis methods, this paper investigates what we refer to as language problem solving events (LPSEs), a connected series of interactions around a word or phrase whose translation is a subject of negotiation. Findings describe how the material arrangement of the activity gave all participants opportunity to watch and comment on the choices being made by the scribe, so the written translation came to mediate the activity not only as a product of collective effort but also as a co-participant in the evolving interaction. The orchestrated configuration of materials fostered collective activity, but the particular affordances of the material inscription simultaneously transformed linguistic choices into objects that re-mediated subsequent action.
{"title":"Jostling Isaac: dynamic configurations of bodies and objects during a language problem solving event","authors":"Samuel S. David, M. Cole","doi":"10.1080/19463014.2020.1867593","DOIUrl":"https://doi.org/10.1080/19463014.2020.1867593","url":null,"abstract":"ABSTRACT This article, a case study of a single instance of collaborative translation in the classroom, explores the role of material mediation and embodied activity in the linguistic problem solving work of emergent multilinguals. We describe one teacher’s lesson with a small group of Spanish speaking students in her 7th grade ESL classroom. Collaborative translation is an approach that leverages the translation process (defining, translating, reading, revising, and discussing) to engage students in close readings of the text as they draw on their metalinguistic knowledge to promote deeper comprehension. Using multimodal interaction analysis methods, this paper investigates what we refer to as language problem solving events (LPSEs), a connected series of interactions around a word or phrase whose translation is a subject of negotiation. Findings describe how the material arrangement of the activity gave all participants opportunity to watch and comment on the choices being made by the scribe, so the written translation came to mediate the activity not only as a product of collective effort but also as a co-participant in the evolving interaction. The orchestrated configuration of materials fostered collective activity, but the particular affordances of the material inscription simultaneously transformed linguistic choices into objects that re-mediated subsequent action.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"43 1","pages":"101 - 120"},"PeriodicalIF":1.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90525549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/19463014.2020.1856697
František Tůma, Kateřina Lojdová
ABSTRACT This study investigates how pre-service teachers of English as a foreign language do correction during their initial teaching practice at lower-secondary schools. The study employs multimodal conversation analysis on a dataset of 16 lessons taught by three pre-service teachers in Czechia. The analysis focuses specifically on how the teachers orient to the task format when doing correction in answer-check sequences. It demonstrates how the teachers employ talk, gesture and gaze to make the task format (such as fill-in-the-blanks, matching) relevant and thereby use the materials as points of reference as well as resources for structuring classroom discourse. This use of materials contributes to the completion of the correction sequences. It is concluded that (over-)reliance on teaching materials and limited flexibility, which can be observed in not accepting alternative answers produced by learners, seem to be manifestations of some of the traits of pre-service teachers’ performance.
{"title":"‘There are two gaps, so’: teaching materials as resources for correction in pre-service teachers’ EFL classes","authors":"František Tůma, Kateřina Lojdová","doi":"10.1080/19463014.2020.1856697","DOIUrl":"https://doi.org/10.1080/19463014.2020.1856697","url":null,"abstract":"ABSTRACT This study investigates how pre-service teachers of English as a foreign language do correction during their initial teaching practice at lower-secondary schools. The study employs multimodal conversation analysis on a dataset of 16 lessons taught by three pre-service teachers in Czechia. The analysis focuses specifically on how the teachers orient to the task format when doing correction in answer-check sequences. It demonstrates how the teachers employ talk, gesture and gaze to make the task format (such as fill-in-the-blanks, matching) relevant and thereby use the materials as points of reference as well as resources for structuring classroom discourse. This use of materials contributes to the completion of the correction sequences. It is concluded that (over-)reliance on teaching materials and limited flexibility, which can be observed in not accepting alternative answers produced by learners, seem to be manifestations of some of the traits of pre-service teachers’ performance.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"20 1","pages":"15 - 34"},"PeriodicalIF":1.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81330963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/19463014.2020.1852092
C. Mathieu
ABSTRACT As digital technologies proliferate throughout classrooms in the United States, iPads and other mobile tablets have been heralded as tools for enhanced peer collaboration. However, little research has examined exactly how students interact with and around iPads during collaborative learning tasks. This study employs multimodal interaction analysis to investigate how secondary Spanish immersion students leveraged the physicality of the iPads as multimodal affordances when completing a world history literacy-based task in a target language. In particular, I consider how the focal students employed touch-based communicative modes to complete higher-level actions, and the potential relationship between these modes and target language development. Findings have implications for materials use research in language teaching/learning classrooms as well as progressing our understanding of the impact of iPads on classroom discourse.
{"title":"iPads and interaction: a materials perspective on collaborative discourse in secondary Spanish immersion","authors":"C. Mathieu","doi":"10.1080/19463014.2020.1852092","DOIUrl":"https://doi.org/10.1080/19463014.2020.1852092","url":null,"abstract":"ABSTRACT As digital technologies proliferate throughout classrooms in the United States, iPads and other mobile tablets have been heralded as tools for enhanced peer collaboration. However, little research has examined exactly how students interact with and around iPads during collaborative learning tasks. This study employs multimodal interaction analysis to investigate how secondary Spanish immersion students leveraged the physicality of the iPads as multimodal affordances when completing a world history literacy-based task in a target language. In particular, I consider how the focal students employed touch-based communicative modes to complete higher-level actions, and the potential relationship between these modes and target language development. Findings have implications for materials use research in language teaching/learning classrooms as well as progressing our understanding of the impact of iPads on classroom discourse.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"28 1","pages":"146 - 167"},"PeriodicalIF":1.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73189428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/19463014.2020.1869572
Soyoung Han, Ding Liang, M. Haneda
ABSTRACT This case study uses a sociocultural theoretical perspective to examine how two Korean middle-school EFL teachers nurtured participatory affordances for their students through classroom discourse. We conducted a triangulated analysis of video-recorded classroom discourse, observational notes and teacher interviews. Our findings show how the teachers’ instructional stances, namely orientations to teaching, were linked to their use of materials and their interactional practices. While Ms. Yoon’s instructional stance was undergirded by a focus on grammatical accuracy, Ms. Jin’s stance was student-centred, driven by her desire to make English-language learning meaningful. The teachers’ instructional stances, in turn, fundamentally shaped their discursive strategies, their uses of L2 materials, and the learning opportunities these produced for students. Using decontextualised examples, Ms. Yoon relied on a rapid-paced Initiation-Response-Evaluation (IRE) pattern, positioning students as knowledge-receivers. By contrast, Ms. Jin enacted more dialogic interaction using meaningful intertextual links and playful talk, which resulted in students’ active participation, evidenced by their initiation of topics and extended answers. Our study contributes to nascent classroom-based research on L2 material use by suggesting two additional areas for research: the link between teacher instructional stance and L2 material use and intertextual links as a mediational tool for learning.
{"title":"A case study of two South Korean middle school EFL teachers’ practices: instructional stances and use of classroom materials","authors":"Soyoung Han, Ding Liang, M. Haneda","doi":"10.1080/19463014.2020.1869572","DOIUrl":"https://doi.org/10.1080/19463014.2020.1869572","url":null,"abstract":"ABSTRACT This case study uses a sociocultural theoretical perspective to examine how two Korean middle-school EFL teachers nurtured participatory affordances for their students through classroom discourse. We conducted a triangulated analysis of video-recorded classroom discourse, observational notes and teacher interviews. Our findings show how the teachers’ instructional stances, namely orientations to teaching, were linked to their use of materials and their interactional practices. While Ms. Yoon’s instructional stance was undergirded by a focus on grammatical accuracy, Ms. Jin’s stance was student-centred, driven by her desire to make English-language learning meaningful. The teachers’ instructional stances, in turn, fundamentally shaped their discursive strategies, their uses of L2 materials, and the learning opportunities these produced for students. Using decontextualised examples, Ms. Yoon relied on a rapid-paced Initiation-Response-Evaluation (IRE) pattern, positioning students as knowledge-receivers. By contrast, Ms. Jin enacted more dialogic interaction using meaningful intertextual links and playful talk, which resulted in students’ active participation, evidenced by their initiation of topics and extended answers. Our study contributes to nascent classroom-based research on L2 material use by suggesting two additional areas for research: the link between teacher instructional stance and L2 material use and intertextual links as a mediational tool for learning.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"52 1","pages":"56 - 74"},"PeriodicalIF":1.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82259238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-31DOI: 10.1080/19463014.2020.1808494
Y. Matsumoto, J. Lee, Eunhee Kim
ABSTRACT Using multimodal conversation analysis, this study closely examines moments when an instructor’s embodied explanations elicit laughter from his students – which we refer to as laughing moments – in an English as a second language classroom. Such laughing moments can exhibit students’ attention to the teacher’s explanation and also illuminate learner agency in deciding what is laughable and/or humorous. In particular, the negotiated nature of laughter and humour – how students orient to and select what is laughable and/or humorous – has been under-researched. Based on the findings, we discuss implications of a multimodal orientation for second language (L2) classroom research on laughter and humour, and implications for L2 teachers concerning negotiating laughter and humour with students.
{"title":"“Laughing moments”: the complex negotiation of laughing acts among students and teachers in an English as a second language classroom","authors":"Y. Matsumoto, J. Lee, Eunhee Kim","doi":"10.1080/19463014.2020.1808494","DOIUrl":"https://doi.org/10.1080/19463014.2020.1808494","url":null,"abstract":"ABSTRACT Using multimodal conversation analysis, this study closely examines moments when an instructor’s embodied explanations elicit laughter from his students – which we refer to as laughing moments – in an English as a second language classroom. Such laughing moments can exhibit students’ attention to the teacher’s explanation and also illuminate learner agency in deciding what is laughable and/or humorous. In particular, the negotiated nature of laughter and humour – how students orient to and select what is laughable and/or humorous – has been under-researched. Based on the findings, we discuss implications of a multimodal orientation for second language (L2) classroom research on laughter and humour, and implications for L2 teachers concerning negotiating laughter and humour with students.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"19 1","pages":"32 - 63"},"PeriodicalIF":1.4,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84263342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-17DOI: 10.1080/19463014.2020.1798259
Cheikhna Amar, Zachary Nanbu, T. Greer
ABSTRACT Based on interaction recorded in EFL classrooms, this study uses Conversation Analysis to document the post-first deployment of an absurd candidate formulation (ACF) to pursue recipient response at points of interactional delay. ACFs are a form of correction-invitation device in which the question initiator proffers a candidate response that is hearably inappropriate/inaccurate and therefore designed to be rejected by its recipient and replaced with a more plausible response. The design of the ACF turn is extreme, hyperbolic, absurd or otherwise implausible in nature, and the participants treat it as such via laughter and next-turn negation. ACFs thus help recipients arrive at an acceptable answer by eliminating obviously inappropriate alternatives and indexing a particular class of response. When used in conjunction with more plausible alternatives, ACFs can guide the recipient to select one of those candidates. Even so, recipients can resist the question by providing only minimal responses. Our data are taken from video-recordings of naturally occurring classroom interaction between L1-speaking EFL teachers and L2 learners of English.
{"title":"Proffering absurd candidate formulations in the pursuit of progressivity","authors":"Cheikhna Amar, Zachary Nanbu, T. Greer","doi":"10.1080/19463014.2020.1798259","DOIUrl":"https://doi.org/10.1080/19463014.2020.1798259","url":null,"abstract":"ABSTRACT Based on interaction recorded in EFL classrooms, this study uses Conversation Analysis to document the post-first deployment of an absurd candidate formulation (ACF) to pursue recipient response at points of interactional delay. ACFs are a form of correction-invitation device in which the question initiator proffers a candidate response that is hearably inappropriate/inaccurate and therefore designed to be rejected by its recipient and replaced with a more plausible response. The design of the ACF turn is extreme, hyperbolic, absurd or otherwise implausible in nature, and the participants treat it as such via laughter and next-turn negation. ACFs thus help recipients arrive at an acceptable answer by eliminating obviously inappropriate alternatives and indexing a particular class of response. When used in conjunction with more plausible alternatives, ACFs can guide the recipient to select one of those candidates. Even so, recipients can resist the question by providing only minimal responses. Our data are taken from video-recordings of naturally occurring classroom interaction between L1-speaking EFL teachers and L2 learners of English.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"70 1","pages":"264 - 292"},"PeriodicalIF":1.4,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88504013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-14DOI: 10.1080/19463014.2020.1814367
Niklas Norén, H. Bowden, Ann-Carita Evaldsson
ABSTRACT This multimodal conversation analysis study is part of a larger video ethnographic project that explores the media literacy practices that children develop as they use digital and mobile technologies. The study investigates how Swedish students in grades 3–4 make use of text to speech (TTS) technology as an interactional resource during collaborative writing on iPads in the classroom. The results show that students routinely make use of synthetic voicings to display and claim knowledge about the voiced written units and negotiate writing roles with differing epistemic rights and obligations to assess voicings and practice repair.
{"title":"Young students’ treatment of synthetic voicing as an interactional resource in digital writing","authors":"Niklas Norén, H. Bowden, Ann-Carita Evaldsson","doi":"10.1080/19463014.2020.1814367","DOIUrl":"https://doi.org/10.1080/19463014.2020.1814367","url":null,"abstract":"ABSTRACT This multimodal conversation analysis study is part of a larger video ethnographic project that explores the media literacy practices that children develop as they use digital and mobile technologies. The study investigates how Swedish students in grades 3–4 make use of text to speech (TTS) technology as an interactional resource during collaborative writing on iPads in the classroom. The results show that students routinely make use of synthetic voicings to display and claim knowledge about the voiced written units and negotiate writing roles with differing epistemic rights and obligations to assess voicings and practice repair.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"34 1","pages":"241 - 263"},"PeriodicalIF":1.4,"publicationDate":"2021-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79763852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-03DOI: 10.1080/19463014.2021.1875855
S. Creider
According to Wegerif (2019), dialogic education can be defined on multiple levels. Any classroom where group work and student talk are valued might be considered dialogic. However, more complex def...
{"title":"Research methods for educational dialogue","authors":"S. Creider","doi":"10.1080/19463014.2021.1875855","DOIUrl":"https://doi.org/10.1080/19463014.2021.1875855","url":null,"abstract":"According to Wegerif (2019), dialogic education can be defined on multiple levels. Any classroom where group work and student talk are valued might be considered dialogic. However, more complex def...","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"8 1","pages":"338 - 341"},"PeriodicalIF":1.4,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84255883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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