When Classroom Dialog Becomes Purposeless



Year of publication 2017
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Arts

Description This contribution stems from dialogic teaching which emphasizes work with language and communication with pupils to stimulate their thinking and deepen their understanding (Alexander,2006). Dialogic teaching is often defined by listing of several indicators and principles. Yet, since principles are researched far less than indicators, we decided to address this gap by examining one principle of dialogic teaching: the principle of purposefulness. This principle entails the relationship of individual activities and teaching tasks to particular aims of a given class which should provide pupils with information and practices that constitute learning content of that particular subject (Herbel-Eisenmann et al., 2013). We focus on this principle because during analysis of video recorded classes we noted that teachers included dialogic teaching at the expenseof violating the principle of purposefulness. Consequently, in this contribution we aim to: (i) provide a typology of situations in which teachers meet the indicators of dialogic teaching at the expense of violating the principle of purposefulness; (ii) establish how frequently such situations are represented in dialogic sequences;(iii) identify what causes the violations of the principle and whether the ensuing communicative situations can be changed back into purposeful ones or not.
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