Understanding the Cognitive and Socio-Emotional Dimensions of Dialogic Teaching and Learning Approach
Keywords:
Dialogic teaching and learning, Classroom dialogues, Dialogic teaching models, Cognitive dimension, Socio-emotional dimensions
Abstract
As a pedagogical approach aiming at increasing the quality of classroom talk, dialogic teaching and learning puts an emphasis on students’ understanding and thinking and supports their learning process in numerous ways. As recent studies show, alongside promoting students’ cognitive, social, and emotional development, dialogic teaching and learning pedagogy supports the acquisition of 21st-century skills as well as contributing to the internalisation of democratic values and active citizenship. Nevertheless, despite its importance for student learning, the present research literature also indicates that productive forms of dialogue are still not prevalent in most classrooms. Considering that one of the reasons for the limited adoption of this approach can be related to the tendency of considering dialogic pedagogy solely from a cognitive perspective (i.e. conceptualising dialogue as specific forms of verbal interactions and moves) while mostly ignoring its socio–emotional dimensions (e.g. classroom climate and ethos, interpersonal relations, emotions), this conceptual review study looks into well–known models and relevant literature to uncover and highlight the common characteristics of cognitive and socio–emotional dimensions of dialogic teaching and learning approach. It is hoped that this review study will be helpful for researchers and educators who wish to study and implement dialogic pedagogy in classrooms.
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References
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Cook, V., Warwick, P., Vrikki, M., Major, L., & Wegerif, R. (2019). Developing material–dialogic space in geography learning and teaching: Combining a dialogic pedagogy with the use of a microblogging tool. Thinking Skills and Creativity, 31, 217–231.
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Elhassan, I. B. M., & Adam, M. I. (2017). the ımpact of dialogic teaching on english language learners’ speaking and thinking skills. Arab World English Journal, 8 (4), 49–67.
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García–Carrión, R., López de Aguileta, G., Padrós, M., & Ramis–Salas, M. (2020). Implications for social impact of dialogic teaching and learning. Frontiers in psychology, 11, 140.
Guzmán, V., & Larrain, A. (2021). The transformation of pedagogical practices into dialogic teaching: towards a dialogic notion of teacher learning. Professional Development in Education, 1–14.
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Hennessy, S., & ve Davies, M. (2019). Teacher professional development to support classroom dialogue: Challenges and promises. In The Routledge international handbook of research on dialogic education (pp. 238–253). Routledge.
Hennessy, S., Howe, C., Mercer, N., & Vrikki, M. (2020). Coding classroom dialogue: Methodological considerations for researchers. Learning, Culture and Social Interaction, 25, 100–404.
Hennessy, S., Calcagni, E., Leung, A., & Mercer, N. (2021). An analysis of the forms of teacher–student dialogue that are most productive for learning. Language and Education, 1–26.
Heron, M., Dippold, D., & Husain, A. (2021). How dialogic is the online space? A focus on english speaking skills. TESL–EJ, 25(3).
Howe, C. J., Tolmie, A., Duchak–Tanner, V., & Rattray, C. (2000). Hypothesis testingin science: Group consensus and the acquisition of conceptual and procedural knowledge. Learning and Instruction, 10, 361 –391.
Howe, C., & Abedin, M. (2013). Classroom dialogue: A systematic review across four decades of research. Cambridge journal of education, 43(3), 325–356.
Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2019). Teacher–student dialogue during classroom teaching: Does it really impact on student outcomes? Journal of the Learning Sciences, 28(4–5), 462–512.
Kara, C., Topkaya, Y., & Şimşek, U. (2012). Aktif vatandaşlik eğitiminin sosyal bilgiler programindaki yeri. Journal of World of Turks/Zeitschrift für die Welt der Türken, 4(3).
Kershner, R., Dowdall, K., Hennessy, S., Owen, H., & Calcagni, E. (2020). Teachers as ‘natural experimenters’: Using T–SEDA to develop classroom dialogue. In Reimagining Professional Development in Schools (pp. 102–122). Routledge.
Kerslake, L. (2019). The Playground of Ideas: 17Developing a structured approach to the Community of Inquiry for young children. In Deeper Learning, Dialogic Learning, and Critical Thinking (pp. 16–31). Routledge.
Khong, T. D. H., Saito, E., & Gillies, R. M. (2019). Key issues in productive classroom talk and interventions. Educational Review, 71(3), 334–349.
Kim, M. Y., & Wilkinson, I. A. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70–86.
Kutnick, P., Blatchford, P., & Baines, E. (2002). Pupil groupings in primary school classrooms: sites for learning and social pedagogy. British Educational Research Journal, 28(2), 187–206.
Lefstein, A., & Snell, J. (2014). Better than Best Practice: Developing Teaching and Learning Through Dialogue.London: Routledge.
Lefstein, A., & Snell, J. (2015). What is dialogic pedagogy? Retrieved from http://routledgetextbooks.com/textbooks/_author/lefstein– 9780415618441/pedagogy.php.
Littleton, K., & Mercer, N. (2013). Interthinking: Putting talk to work. Routledge.
Ludvigsen, K., Johan Krumsvik, R., & Breivik, J. (2020). Behind the scenes: Unpacking student discussion and critical reflection in lectures. British Journal of Educational Technology, 51(6), 2478–2494.
Maine, F., & Čermáková, A. (2021). Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms. Learning, Culture and Social Interaction, 29, 100500.
Mercer, N. (1995). The guided construction of knowledge: Talk amongst teachers and learners. Multilingual matters.
Mercer, N. (2000). Words & minds: How we use lanugage to think together. London and New York: Routledge.
Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. British educational research journal, 30(3), 359–377.
Mercer, N., & Sams, C. (2006). Teaching children how to use language to solve maths problems. Language and Education, 20(6), 507–528.
Mercer, N., & Littleton, K. (2007). Dialogue and the development of children's thinking: A sociocultural approach. London: Routledge.
Mercer, N., & Dawes L. (2008). “The value of exploratory talk.” In exploring talk in school: Inspired by the Work of Douglas Barnes, edited by N. Mercer and S. Hodgkinson, 55–73. London: Sage.
Mercer, N., Hennessy, S., & Warwick, P. (2010). Using interactive whiteboards to orchestrate classroom dialogue. Technology, Pedagogy and Education, 19(2), 195–209.
Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry. International Journal of Educational Research, 97, 187–199.
Michaels, S., O'Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283–297.
Musa, H. I. (2019). Dialogic vs. formalist teaching in developing argumentative writing discourse and reducing speaking apprehension among EFL majors. Journal of Language Teaching and Research, 10(5), 895–905.
Muhonen, H., Rasku–Puttonen, H., Pakarinen, E., Poikkeus, A. M., & Lerkkanen, M. K. (2017). Knowledge–building patterns in educational dialogue. International Journal of Educational Research, 81, 25–37.
Muhonen, H., Pakarinen, E., Lerkkanen, M. K., Barza, L., & von Suchodoletz, A. (2020). Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates. Learning, Culture and Social Interaction, 25, 100264.
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Published
2023-06-23
Section
Articles
How to Cite
Ucan, S., Kılıç Özmen, Z., & Taşkın Serbest, M. (2023). Understanding the Cognitive and Socio-Emotional Dimensions of Dialogic Teaching and Learning Approach. International Journal of Curriculum and Instructional Studies (IJOCIS), 13(1), 158-175. https://doi.org/https://doi.org/10.31704/ijocis.2023.007
