Trying to teach dialogically

The good, the bad, and the misguided

David P Shea

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The goal of dialogic teaching is to position students as active participants who engage in academically accountable talk, but research consistently suggests that a major stumbling block is the teacher’s own interactional style. To explore the issue from an emic perspective, I carried out an action research investigation of advanced proficiency classes for English as a foreign language (EFL) that I taught on the university level in Japan. Data included audiotaped recordings of teacher-fronted whole-class discussions that were analysed qualitatively. I found that the effort to teach dialogically was somewhat successful, but missteps and misguided assumptions about effective instructional strategies were also evident. Findings point to both the complexities of orchestrating active engagement of reticent students within the third space of the second language (L2) classroom, and the critical role of teacher authority to elicit and coordinate student engagement.

Original languageEnglish
JournalLanguage Teaching Research
DOIs
Publication statusAccepted/In press - 2018 Apr 1

Fingerprint

teacher
student
action research
foreign language
recording
Japan
classroom
university
Teaching
language
Authority
Third Space
Interaction
Language
Proficiency
Emic
Dialogic Teaching
Student Engagement
English as a Foreign Language

Keywords

  • accountable talk
  • classroom interaction
  • dialogic teaching
  • reflective practice
  • third space

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

Trying to teach dialogically : The good, the bad, and the misguided. / Shea, David P.

In: Language Teaching Research, 01.04.2018.

Research output: Contribution to journalArticle

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