This article argues that provisional language is important for creating a dialogic space between speakers, where ideas are open for discussion; where participants respect each other's viewpoints; and where the goal is to encourage and explore multiple perspectives. Whilst much of the research on children's talk in the classroom focuses on the…

What is the role of teachers in constructing loving dialogic space that is liminal in nature? How can curricular boundary objects catalyze new dialogic spaces connecting people in different social locations? Illuminating these questions, Ms. Thompson opened new doors for elementary students in an urban Reformed Christian school community, inviting…

Purpose: This study explores prospective classroom teacher (PCT) question types and their role in initiating productive student-led talk. Design/Approach/Methods: This study is a naturalistic inquiry focusing on the structure, nature, and productivity of PCT questions using data collected from 24 fourth-grade (exit-level) PCTs. Video-based data…

The paper reports qualitative findings from a study about how science teachers enacted discursive purposes and talk moves to support the students' experiments. Science teachers may have difficulties assisting students in designing and conducting valid and reliable experiments as the core epistemic practice of science teaching and learning. It is…

The study aims to investigate how teacher candidates with different ideologies differ in their use of dialogic learning principles in the dialogic teaching. The design of the study is a multiple case study in qualitative research methods. The educational ideologies of teacher candidates identify the cases of the study. The data were derived from…

This paper imagines oracy education as a reaching-out for connection with the irreducible socialities of black study. In the wake of imperialist functions of literacy, classroom talk has been left to defend its value against traditionalist views which rebuke, as one UK education minister put it, "idle chatter in class." We argue that…

The current special issue is dedicated to studies exploring social interaction in second language educational environments that feature technology. In this introduction article, we contextualize the empirical studies included here with respect to the changing role of technology in education and situate them in the research tradition of multimodal…

The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety and boredom), and their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2,268 university students in China. Pearson…

This paper critically examines the systemic harm inflicted on Black students through anti-Black classroom management and disciplinary practices, positioning Pro-Blackness as a transformative framework for healing and justice. Grounded in healing justice and African Diaspora Literacy, the discussion highlights the pervasive impact of the…

Classroom dialogue is crucial for effective teaching and learning, prompting many professional development (PD) programs to focus on dialogic pedagogy. Traditionally, these programs rely on manual analysis of classroom practices, which limits timely feedback to teachers. To address this, artificial intelligence (AI) has been employed for rapid…

This article investigates senior educators' (n=10) perceptions of global citizenship education (GCE) in higher education in the Global South, focusing specifically on Colombia, Ghana, and South Africa. Data were gathered through questionnaires and interviews and subsequently analysed using grounded theory and constant comparative method. Three GCE…

The study involved 543 teacher trainees and 33 tutors. The reliability of the questionnaire was determined using Cronbach's alpha ([alpha]). For the teacher trainee questionnaire, [alpha] = 0.738. For the tutor questionnaire, [alpha] = 0.886. The results from the study showed that a little more than half (51.7%) of the respondents said that their…

Analysing the interaction between classroom dialogue and digital technology is challenging. Studies in this area typically draw on methods developed for the analysis of spoken interactions. This article reports on a new approach for analysing the enacted affordances of digital technology in classroom dialogue. Using examples from cross-country…

Dialogic talk affords students opportunities to share ideas and co-construct knowledge while developing various literacy skills such as perspective taking, text comprehension, and argumentative reasoning. In this study, we examine how seventh- and eighth-grade students in four classrooms discuss a controversial topic about changing a National…

With the rising influence of technology, students have become heavy users of instant messaging applications. It makes one wonder about students' motivations in using these applications and their usage habits. The aims of this study were to analyze the messaging activities of university students in blended classroom groups, to investigate the…