Examines one aspect of the many interfaces between second language (L2) learning and L2 testing. The aspect is the oral interaction--the dialogue--that occurs within small groups. Discusses from within a sociocultural theory of mind, that in a group, performance is jointly constructed and distributed across the participants. (Author/VWL)

Describes a social justice approach to intergroup dialogues in higher education designed to promote meaningful interaction and understanding across race and other social boundaries, highlighting the pedagogical foundation of intergroup dialogue (e.g., consciousness raising and sustained communication) and the four-stage developmental design (e.g.,…

Empirical studies and theory suggest that educational dialogue can be used to support learners in the development of reasoning, critical thinking and argumentation. This paper presents an educational design for synchronous online peer discussion that guides student dialogue in ways that lead to improved argumentation and collaborative knowledge…

Dialogue is arguably one of the most important components of any learning process. However, as student numbers increase and more emphasis is given to electronic delivery of courses, opportunities for effective dialogue may be missed. The technology to support e-learning dialogue is readily available, but design of the dialogue structures and…

This study informs the design and development of pedagogical agents that can flexibly support self-regulation by calibrating guidance to specific phases and facets of self-regulated learning (SRL) as individuals encounter challenges and develop more sophisticated understandings of the task and content. From a socio-cultural perspective of…

This article documents the importance of collaborative dialogue as part of the process of second language learning. The stimulus for the dialogue we discuss in this article was a reformulation of a story written collaboratively in French by Nina and Dara, two adolescent French immersion students. A sociocultural theoretical perspective informs the…

In December 2005, the Ford Foundation awarded Hollins University and the American Association of University Professors $10,000 to participate in the foundation's Difficult Dialogues initiative. The project supported by this grant brings together a consortium of academics, including the author, from three separate institutions in Virginia and the…

A study investigated the use of connectors in English conversation between native Japanese-speakers and teachers outside the classroom. Data were drawn from six videotaped conversations between pairs of Japanese students, all learning beginning-level English, with conversational support provided by English teachers. The functions of four…

A study compared the influence of two forms of discourse completion test (DCT) on the elicitation of rejection of advice. An open questionnaire providing scenarios alone was compared with a classic dialogue completion task in which a conversational turn is provided. The tasks were given to 32 graduate students, 19 native and 13 non-native…

This workbook and class guide for basic-to-intermediate Bulgarian provides a communicative orientation to the language. With its emphasis on social situations and everyday language, the book includes vocabulary, dialogs, discussion topics, and cultural-historical background information about Bulgaria. (CNP)

This collection of essays takes the question of pedagogy into a variety of places, including film studies, psychoanalytic literature criticism, dialog, and readings of educational documentary films and web sites. Part 1, "Teaching as a Scene of Address," includes chapters 1-6. The chapters introduce the concept of mode of address and…

Most studies of dialects in English-language literature have focused on works of the nineteenth century or earlier. However, modern literature can expand the scope of dialectological investigation. In John Salinger's "Catcher in the Rye," use of non-standard dialect forms occurs when the author uses an unusually informal register…

The dialogic method of teaching, which is based on Paulo Freire's notion of dialogue as the "sealing power" in the writing classroom, encourages critical thinking and interaction, and should take a more prominent place in composition classrooms. According to Lev Vygotsky, knowledge, thought, and learning are social and collaborative…

Dialogue journals are notebooks in which students write to their teacher, in English, about whatever they choose, to which the teacher responds without correcting any errors. The objective is a written conversation. One Los Angeles sixth grade teacher used the technique with a linguistically diverse class consisting of 27 students from 12…

Dialogue journal writing offers students of English as a second language (ESL) authentic, natural communication practice in the classroom. It is an interactive, self-generative, cumulative and functional writing/reading exchange between student and teacher, and is being used successfully in many kinds of ESL classrooms, with all age groups, and…