This study investigates the possibility that solitary dialog, in which individuals construct in writing a hypothetical dialogic argument, may more fully reveal individual skill achievement in argument than do conventional argumentive essays. A sample of 54 11-12-year-old Chinese students individually composed such written dialogs, subsequent to…

Adopting a sociocultural perspective, we construct a case study exploring how a middle school bilingual science teacher reflected and acted when engaged in dialogue, co-teaching, and a newly designed unit on plate tectonics. Sources of data include video of classroom interaction and audio recordings of daily debriefs between the bilingual science…

In this study, we examined how preschool students with language delays engaged in interactive dialogue during regular circle time and dramatic inquiry activities. Using frequency recording of three preschool students' linguistic engagement and multimodal analysis of classroom video data, this article explores how these students produced social,…

This article examines the acquisition of pragmatic competence in L2, applying this stimulating area of research to premodern texts in a way that has yet to be done (to the author's knowledge). Specifically, this article discusses the teaching of "challenging" incongruent speech behaviours (such as sarcasm, banter, and irony) in a group…

The rich body of research on dialogic, exploratory talk points to its significance in developing and securing student learning (Alexander, 2018; Gillies, 2016; O'Connor & Michaels, 2007; Reznitskaya et al., 2009). More recently, this body of research has begun to consider dialogic talk specifically in the context of literacy education (for…

This practitioner's note integrates reflections from a year of graduate coursework in the International Training and Education Program in the School of Education at American University (AU), and the role of intergroup dialogue facilitator at the Intergroup Dialogue Program on Islamophobia at the Center for Diversity and Inclusion during the fall,…

Purpose: After interviewing teachers about their beliefs on discussion, the author observed four English teachers as they led class discussions. The purpose of this study is to see what kinds of discussion were happening, and what teachers were doing to facilitate those discussions. Design/methodology/approach: The author observed six English…

Although we may not always know how best to approach sensitive issues in the classroom, our responsibilities to our students are fairly straightforward. By enrolling in our classes, students essentially sign a contract. They will read, we will provide expertise, all will discuss, and all will learn, at least in theory. In this politically charged…

This chapter shares reflections from two university housing administrators on using dialogic practices to build skills for addressing issues of social justice and equity that surface in residential community living settings.

This article reports on a conversation between users of two research methods, biographical interviews and imagined futures essay writing. A dialogue form is used to discuss these methods and their potential to be combined. The value of comparing research methods is discussed, and then the two methods are described and points of connection and…

This paper describes an embodied conversational agent enhanced with specific conversational strategies aiming to foster learners' readiness towards communication in a second language (L2). Willingness to communicate (WTC) in a second language is believed to have a direct and sustained influence on learners' actual usage frequency of the target…

In this paper, we explore intercultural communication as dialogue occurring in a third space. Through seven students' reflective essays on group-based intercultural learning, we analyse the ever-shifting communicative space that interlocutors produce through negotiating the meanings of difference and power and their dialogic relations with the…

The ability to think and write critically is a core outcome in higher education. Many universities provide writing programs for undergraduates to develop sound argumentation skills and build the foundation to engage in academic conversations. Still many students struggle with academic writing. This paper argues that teaching using instructional…

As writing pedagogy gains distinct footholds in university classrooms in India, it is worth retracing some of its steps to the shaping influence of composition pedagogies in the United States. In this article, the authors recount their experiences of using the concept of conversation to enable academic writing in their classrooms. Each narrative…

This paper explores the unique challenges, experiences and circumstances that enable and/or constrain non-Aboriginal teachers involved in teaching the Stage 6 Aboriginal Studies syllabus in the New South Wales (NSW) curriculum (2010). Drawing on the yarning inquiry methodology of Bessarab and Ng'andu, seven semi-structured interviews were…