Dialogic validation: a discourse analysis for conceptual development within dialogic classroom interaction

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Roehl Sybing
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引用次数: 0

Abstract

ABSTRACT The contemporary literature regarding dialogic classroom interaction has primarily focused on the meaning-making attributes of dialogue while acknowledging but otherwise providing less emphasis to the social dimensions of the learning community and the dialogic resources that students bring to the classroom. As a result, this paper explores the concept of dialogic validation, which an individual expresses in order to lend credibility or value to another’s ideas or sociocultural resources. To propose the outlines of dialogic validation, this paper draws on excerpts from an ethnographic study conducted in an EFL (English as a foreign language) classroom to discursively analyse how an L1 (first language) English-speaking teacher facilitates dialogue with his L1 Japanese-speaking students. Through this discourse analysis, a framework will be generated and proposed to identify elements of dialogue that validate and create a classroom space that values and encourages students’ contributions to the teaching and learning processes in dialogic interaction.
对话验证:对话课堂互动中概念发展的话语分析
当代关于对话课堂互动的文献主要关注对话的意义生成属性,同时承认但较少强调学习社区的社会维度和学生带入课堂的对话资源。因此,本文探讨了对话验证的概念,即个体为了赋予他人的想法或社会文化资源可信度或价值而表达的概念。为了提出对话验证的大纲,本文引用了一项在EFL(英语作为外语)课堂上进行的民族志研究的节选,以语篇性地分析L1(第一语言)英语教师如何促进与母语为日语的学生的对话。通过这种话语分析,将生成并提出一个框架,以确定对话的要素,从而验证和创造一个重视并鼓励学生在对话互动中对教学过程做出贡献的课堂空间。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
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