L1-Educational Studies in Language and Literature
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The near-term and long-term impact of dialogically organized reading instruction: A randomized control trial of Shared Evaluation Pedagogy: The near-term and long-term impact of dialogically organized reading instruction
No full textThis randomized control trial evaluated the impact of dialogically organized reading instruction provided twice per week over six months in small-group settings to fifth grade students, primarily English learners, assessed as needing additional support in comprehension development. Our dialogically organized instruction treatment, which we call Shared Evaluation Pedagogy (SHEP), was premised on: a) instigating dialogue about text, b) probing student thinking, and c) eschewing teacher evaluation. The 22 students in the SHEP treatment group demonstrated statistically significantly greater gains on near-term, researcher-administered measures of comprehension and decoding than did the 41 students in the control group. Treatment students also outperformed control students on two measures on the California Achievement Test 6 administered one year later—spelling (statistically significant) and reading (large enough to be practically significant, but not statistically significant). We close by arguing there are strong pedagogical reasons for shifting the prevailing reading comprehension intervention paradigm toward dialogically organized forms of instruction that invite students to think and reason with one another about texts
Dialogic teaching and multilingual counterpublics
Get PDFThis article explores what happened when we co-constructed language and literacy curricula with Latina/o immigrant families and youth in two interrelated community-based educational classes as part of a research partnership with a diverse Catholic Parish. We employ theories of publics/counterpublics to characterize the participants\u27 racialized and criminalized experiences within the dominant public discourse on immigration, as well as their agency in resisting such framings. We argue that adopting an inquiry stance into our practice, which situates teaching within larger sociopolitical contexts and power dynamics and encourages self-reflexivity, was a necessary component for our dialogic pedagogy. Our findings illustrate how participants mobilized their cultural resources for social critique through learning experiences that reflected community concerns, and promoted civic engagement. We conclude by identifying four ways in which we were able to create the conditions for dialogic teaching that tapped into participants\u27 multilingual counterpublics
Connecting \u27Man in the Mirror\u27: Kindling a classroom dialogic teaching and learning trajectory
No full textIn this paper I argue that dialogic teaching and learning is and involves a stance and comportment toward experience and information that is marked by joint purposes and intertextual ties that are manifest in classroom talk across time and across time scales. I assert that classroom talk practices must be examined in terms of patterned use and uptake; as part of a repertoire of past, present and anticipated discourse practices; and through ways they contribute to an overall classroom teaching and learning trajectory. For this study I conducted a sociocultural discourse analysis on a daily five-minute activity -Song of the Week - in an urban second grade classroom community. I investigated ways this activity shed light on a classroom dialogic trajectory of teaching and learning. I contextualized this activity in terms of selections of Songs of the Week across the year, and as a recurring activity of Morning Meeting. I purposefully selected and then examined the classroom talk around one song, Man in the Mirror, and explicated planned and in-the-moment intertextual ties that connected content and procedures across events and experiences and across time. My findings showed how proposed and acknowledged connections -within and across present, future and past talk practices, and predictable but flexible procedures and routines - sustained shared dialogic purposes across interactions. This study is important because it showcases this classroom\u27s dialogic teaching and learning trajectory to situate and unfold an understanding of dialogic teaching and learning as a big picture and idiosyncratic process
Tensioning interpretive authority during dialogic discussions of literature
Get PDFThis analysis of classroom discourse offers a dialogic perspective on interpretive authority—the argumentative assertion of meaning—by mobilizing the Bakhtinian concepts of centripetal and centrifugal forces to analyze how one teacher and his students co-constructed literary meanings during two 45-minute whole-class discussions of the text Grendel in two secondary English classrooms in the United States. Discussion transcripts were segmented into interpretive episodes and coded for the form and function of students\u27 (a) interpretations (e.g., how students made meanings in interaction by dialoguing with other students, texts, and ideas) and (b) source of authority (e.g., how students asserted text-based meanings that either validated or disrupted conventional or locally ratified interpretations). Micro-level discourse analyses revealed how participants co-constructed interpretive authority by tensioning talk between centripetal tendencies to unify, centralize, and standardize text meanings and centrifugal tendencies that reimagined, expanded, and disrupted standard interpretations of the text. Critical to the development of students\u27 dialogic construction of interpretive authority was the teacher\u27s stance as listener and discussion participant, teacher and student tensioning of standard and non-standard literary meanings, and a classroom environment in which students\u27 colloquial language could be used to support literary sensemaking. Rethinking interpretive authority as a dynamic concept tensioned between centripetal and centrifugal forces may shed light on how dialogic practices are enacted given the complexities that inform how students and teachers participate during literary discussions
Diversifying dialogic discourses: Introduction to a special issue \u27International Perspectives on Dialogic Theory and Practice\u27
Get PDFConcerns of secondary school teachers about reforming Chinese language instruction with the use of a Comprehension Process Model of reading in Hong Kong
Get PDFStudents\u27 progress in reading comprehension is a crucial goal in language education, and teaching comprehension processes to students is considered to be one of the most effective approaches to improving students\u27 reading ability. To facilitate teachers\u27 use of the Comprehension Process Model (CPM), it is necessary to identify teachers\u27 stages of concerns about using the model, which has not been investigated systematically in language teaching. This study investigated Hong Kong (HK) Chinese-language teachers\u27 concerns about using the CPM in their teaching of reading in secondary schools. The Stages of Concern Questionnaire (SoCQ) was administered and 347 completed questionnaires were suitable for analysis. The study has found that teachers demonstrated a profile with multiple peaks, which shows highest concerns at the collaboration and informational stages in the Stages of Concern (SoC) model. The result implies that teachers realize that they need to learn more about the CPM and to enhance collaboration with their colleagues to implement it effectively. Teachers\u27 concerns varied according to demographic factors including training on the CPM, years of using the CPM, years of teaching experience, and richness of experience in using the CPM. Implications for developing more effective professional development interventions for Chinese-language teachers are also discussed
Predicting and explaining teachers\u27 documentation practices for students\u27 reading and writing difficulties
No full textThe overall aim of this article is to predict and explain teachers\u27 documentation practices of students´ reading and writing difficulties. A survey study was conducted with 313 teachers. The data analysis was guided by an organizational approach to special needs education. The descriptive findings suggest that 98% of the teachers have students with reading and writing difficulties, and that there are almost 3 students with such special educational needs (=SEN) per teacher. The results of the logit model demonstrate that subject teachers in languages are more likely to document reading and writing difficulties than any other teachers, including special educators. Furthermore, teachers´ lack of special needs competence in identifying reading and writing difficulties impacts their practice of documenting these difficulties. Moreover, teachers\u27 attitudes towards reading literacy research increase the likelihood of documenting reading and writing difficulties. Finally, documentation does not seem to be a matter of special need resources
Exuberant, voiceless participation: an unintended consequence of dialogic sensibilities?
Get PDFOne approach to dialogic pedagogy focuses on the interplay of voices: Whose voices are expressed and attended to in classroom discourse? And how do these voices play off of one another in creating new ideas and meanings? In particular, to what extent are students empowered to express their own voices, rather than reproducing the teacher or textbook\u27s authoritative discourse? We explore these questions using data from a linguistic ethnographic study of mother tongue Hebrew language lessons in two Israeli primary schools. The lessons are lively, with exuberant student participation, and on multiple occasions teachers encourage students to express their own ideas and to build on one another\u27s contributions. Though students frequently announce their intentions to undertake dialogic speech acts, these declarations are usually ritualistic and hollow, as students animate the teachers\u27 voice rather than offering independent or original perspectives. This paper discusses this phenomenon, revealing a potential conflict between the realization of student voice and other dialogic imperatives
The impact of literature education on students\u27 perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach
Get PDFThe Dutch Institute for Curriculum Development argues that literature education is important for broadening students\u27 personal, social and cultural horizons. Indeed, reading literary fiction may alter readers\u27 self- and social perceptions, but little is known about whether adolescents gain such personal and social insights reading in the secondary literature classroom, nor about how these perceived learning outcomes are related to their teachers\u27 approaches to various aspects of literature teaching. Thus, the aims of this study were to examine the impact of literature education on students\u27 self- and social perceptions and to explore relationships between students\u27 learning experiences and their teachers\u27 classroom practices.
Dutch students (N = 297, grades 10-12) wrote a learner report about what they learned about themselves and other people through literature education, and completed a measure on familiarity with fiction. Their teachers (N = 13) completed the Teachers\u27 Approaches to Literature Education Questionnaire (TALE-Q), which indicated more analytical-interpretative or personal-experiential approaches to three aspects of teaching. Students of teachers with distinct approaches to these aspects were grouped to compare their learning experiences.
Findings showed that nearly all students (99%) reported to have learned something about themselves and others through literature education, mainly personal characterizations of oneself and others, learning about oneself and others as literary readers, descriptions and evaluations of people\u27s behaviors, and lessons for life. In addition, teachers\u27 reports of more classroom interaction and student autonomy were related to students\u27 more frequent reports of personal and social insights, but this may also partly be explained by students being more familiar with fiction and having a more positive attitude toward literary reading. Implications for personal and social learning in the literature classroom are discussed
Navigating between disorder and control: Challenges and choices when teaching reading strategies in the L1 classroom
Get PDFConversations about texts are often presented in research as particularly beneficial to students\u27 reading development, based on the argument that the opportunity to confront, discuss and negotiate different readings in the classroom enhances students\u27 skills in engaging with texts. In this article we examine in detail the interplay between a teacher and her students when they talk about argumentative texts in a Swedish ninth grade classroom setting. In the analysis we combine a Conversational Analysis approach with reading theories that emphasize the he dialogical encounter between reader and text. Our result indicates the dual nature of the teaching perspective which sometimes involves conflicting aims. The teacher has to choose between intervening in response to student reactions that reflect emotional and stereotypical attitudes that may hinder a critical reading, or intervening to make use of and stimulate reactions that may lead to more critical readings. Thus, our study emphasizes that it is crucial that teachers are able to both manage the leadership in the complex classroom interaction, and to apply knowledge about reading processes and strategies that students get involved in when they discuss engaging texts in school