Dialogic Pedagogy: The Importance of Dialogue in Teaching and Learning (New Perspectives on Language and Education, 51)

This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism and explains its importance in teaching and learning. The authors present the core concepts of dialogism as a social theory of language and consider the implications of these ideas for pedagogy. This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher-student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse. Contents include: (1) Dialogic Pedagogy: An Introduction (David Skidmore and Kyoko Murakami); (2) Dialogism and Education (David Skidmore); (3) Vygotsky and Dialogic (Harry Daniels); (4) The Conceptions of 'Dialogue' Offered by Bohm and Buber: A Critical Review (Michelle Brinn); (5) Classroom Discourse: A Survey of Research (David Skidmore); (6) Pedagogy and Dialogue (David Skidmore); (7) The Small Group Writing Conference as a Dialogic Model of Feedback (Julie Margaret Esiyok); (8) Giving Learners a Voice: A Study of the Dialogic 'Quality' of Three Episodes of Teacher-Learner Talk-in-interaction in a Language Classroom (Jean Baptiste Kremer); (9) Authoritative Versus Internally Persuasive Discourse (David Skidmore); (10) Once More With Feeling: Utterance and Social Structure (David Skidmore); (11) How Prosody Marks Shifts in Footing in Classroom Discourse (David Skidmore and Kyoko Murakami); (12) Prosodic Chopping: A Pedagogic Tool to Signal Shifts in Academic Task Structure (Xin Zhao, David Skidmore, and Kyoko Murakami); (13) Claiming Our Own Space: Polyphony in Teacher-Student Dialogue (David Skidmore and Kyoko Murakami); (14) Appendix: Conversation Analysis Conventions Used for Data Transcription; and (15) Index Contents Contributors 1. Dialogic Pedagogy: An Introduction 2. Dialogism and Education 3. Vygotsky and Dialogic Pedagogy 4. The Conceptions of ‘Dialogue’ Offered by Bohm and Buber: A Critical Review 5. Classroom Discourse: A Survey of Research 6. Pedagogy and Dialogue 7. The Small Group Writing Conference as a Dialogic Model of Feedback 8. Giving Learners a Voice: A Study of the Dialogic ‘Quality’ of Three Episodes of Teacher–Learner Talk-in-interaction in a Language Classroom 9. Authoritative Versus Internally Persuasive Discourse 10. Once More With Feeling: Utterance and Social Structure 11. How Prosody Marks Shifts in Footing in Classroom Discourse 12. Prosodic Chopping: A Pedagogic Tool to Signal Shifts in Academic Task Structure 13. Claiming Our Own Space: Polyphony in Teacher–Student Dialogue Appendix: Conversation Analysis Conventions Used for Data Transcription Index

This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher–student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse.