LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE

Abstract

The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experimentation while building new knowledge. Their interactions were examined how the teachers’ verbal and nonverbal responsiveness helped them to open or close conversational spaces for children while enabling them to listen to their voices. The research methodology was a discourse analysis i.e. analyzing the use of language while carrying out an act of communication in a given context. It presents a qualitative analysis of 20 transcripts of students - teacher's conversations with Israeli Jewish and Arab children from ages 4 – 6 years old. The analysis revealed that as teachers provided open conversational spaces with children, authentic dialogue emerged. Both voices were expressed and the child’s world was heard. The significance of thisstudy isto demonstrate the importance that authentic dialogue between teachers and young children has on the learning process as well as teacher’s acknowledgment on how children think and feel. This offers an opportunity for them to learn with and from the children.