THE STRATEGY OF TEACHING DIALOGIC SPEECH AT A TECHNICAL UNIVERSITY// International Journal of Educational and Scientific Research 1(14), 2022/ Chief Editor D. Sidorkin /OEAPS OU - Tallinn, Estonia (Open European Academy of Public Sciences). Marseille, France 30.04.2022: OEAPS OU., 2022 - P. 9-13.
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Teaching dialogic speech in English at a technical university is one of the most acute problems of modern methods of teaching English. This is confirmed by several studies and articles. Nevertheless, this problem requires further methodological resolution since modern requirements for dialogic speech - to teach students to conduct a conversation in English - are not always fully met. To achieve this goal, it is necessary to solve the strategy of teaching dialogic speech. Dialogue is one of the hardest-working components in fiction—but only if you take full advantage of it.Keywords:
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The study investigates the potentials of educating preservice teachers for critical multiculturalism through dialogic pedagogy. The study findings suggest that dialogic pedagogy experienced some successes in encouraging preservice teachers to revise their worldview about certain topics in the multicultural curriculum about which they were not initially open to dialogue. The study should contribute to the literature of dialogic pedagogy and multicultural education in terms of suggesting more democratic educational approaches toward teaching the controversial topics of the multicultural curriculum.
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The practice of a dialogic pedagogy inspired by the writings of Bakhtin is increasingly popular in different parts of the world. This article is an account produced in the spirit of such pedagogy. Two professors (one from Brazil, the other from the United States), both members of an international dialogic pedagogy study group, write together to discuss the work they developed in partnership under this educational paradigm when teaching a course on “Diversity in secondary education” in the School of Education of the College of Education and Human Development of the University of Delaware, USA. After presenting brief introductory information on who they are, how they met and how they happened to work together, the two scholars present classroom interaction data followed by reflections on to what extent certain forms of classroom interaction they identified in the data promote or inhibit the practice of a truly Bakhtinian Dialogic Pedagogy. In other words, what the readers will find in this article is not a traditional empirical study, but a telling case of two educators learning from one another about what counts as dialogic in the classroom, while at the same time using the aforementioned course as an anchor for multiple discussions.
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Purpose Research reveals very little about how the supervision of social studies student teachers ought to be enacted. The paper aims to discuss this issue. Design/methodology/approach Based on the broader arguments for the democratic purposes of social studies, the author argues for the development of the democratic capacities of teacher citizens by creating deliberative and dialogic spaces in social studies field-based teacher education. Findings Four conceptual dimensions of dialogic pedagogy in the supervision of social studies student teachers are explored: questioning, listening, negotiation, and self-critique. Originality/value Because supervision of student teachers is a pedagogical interaction, a pedagogy of social studies field-based teacher education must be grounded in dialogue and deliberation.
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Three dimensions of dialogicity are emphasised in the literature: dialogic teacher talk, students' dialogic moves and organising for dialogic teaching. In this article, we examine these dimensions and the interplay between them in supporting dialogic argumentation in the context of whole-class discussions in mathematics and physics. Three seemingly different seventh-grade lessons were selected for further analysis from the database of a research project on dialogic argumentation. In this paper, we focus on whole-class discussions after a group assignment. The lessons were video recorded with multiple cameras and transcribed. We characterised dialogic features of teacher talk, more general teacher decisions and organising for dialogic teaching, as well as students' dialogic and justifying moves. In addition, we examined how these were connected. According to the results, the three dimensions of dialogicity played out differently in the lessons. Furthermore, the results give insights into the interplay of the three dialogicity dimensions and students' justifying moves in dialogic argumentation.
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The dialogic teaching approach has been studied widely, both empirically and theoretically. However, despite four decades of research suggesting that dialogical interactions promote student learning, it has been very difficult to reflect this in practice. Teachers' professional development programmes oriented towards promoting dialogical pedagogies have been based on sociocultural approaches centred on teachers' reflective analysis of classroom practices. Studies show that reflecting on pedagogical practices is necessary but insufficient to promote the desired changes. Beyond reflection, initiatives centred on scaffolding the practice with dialogic discursive repertoires have seen more successful results. This suggests that centring on the practice seems to be fundamental to change. Nevertheless, the theoretical basis has not been elaborated further to understand why centring on the direct scaffolding of practice would promote teachers' learning and pedagogical practice transformation. In order to account for the available empirical evidence, drawing on the works of Bakhtin and Vygotsky, the aim of this paper is to elaborate on a dialogical theory of teacher learning. Using this theoretical approach, different theoretical views of learning, teacher professional development programmes and the main tensions therein are discussed.
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Faculty Development
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The introduction to this special issue has the particular purpose of presenting the philosophical and educational approach of democratic schooling and its practices to readers interested and knowledgeable in Dialogic Pedagogy but without enough information about Democratic education. Namely, many scholars of dialogic pedagogy are not very familiar with democratic schooling, if at all. The term “democratic education” is polysemic (Matusov, 2023), and many educationalists use it to refer to civic education in conventional schools. However, in this special issue, we explore the relationships between dialogic pedagogy and democratically run schools. In the article, I describe democratic education and its current spread and scarcity worldwide. Next, I examine the meaning and the uses of Dialogue in conventional and progressive education. Finally, I introduce the questions about the meaning and values of dialogic pedagogy in democratic education that guided us in putting together this Special Issue.
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This article contributes to a growing conversation of teachers’ advocacy for marginalized students. We follow a cohort of teachers’ advocacy from their English as a second language certification courses into their work in one linguistically diverse school district. Dialogic discourse analyses of 3 years of discussions show the types of advocacy in which the teachers engaged, and identify five foundational discourse moves teachers employed to develop ideas and manage the relational complexity of advocacy. Findings provide evidence of the important role of intertextuality: voices across time and texts facilitated the teachers’ advocacy efforts. We offer a revised definition of language teacher advocacy to emphasize its discursive nature, arguing that an examination of the dialogic processes of advocacy work can help better delineate how it develops iteratively, contextually, and not always successfully. We implicate teacher education as an important catalyst for the preparation of teachers’ advocacy for under-served and historically marginalized English-learning students.
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Бұл зерттеужұмысындaКaно моделітурaлы жәнеоғaн қaтыстытолықмәліметберілгенжәнеуниверситетстуденттерінебaғыттaлғaн қолдaнбaлы (кейстік)зерттеужүргізілген.АхметЯссaуи университетініңстуденттеріүшін Кaно моделіқолдaнылғaн, олaрдың жоғaры білімберусaпaсынa қоятынмaңыздытaлaптaры, яғнисaпaлық қaжеттіліктері,олaрдың мaңыздылығытурaлы жәнесaпaлық қaжеттіліктерінеқaтыстыөз университетінқaлaй бaғaлaйтындығытурaлы сұрaқтaр қойылғaн. Осы зерттеудіңмaқсaты АхметЯсaуи университетіндетуризмменеджментіжәнеқaржы бaкaлaвриaт бaғдaрлaмaлaрыныңсaпaсынa қaтыстыстуденттердіңқaжеттіліктерінaнықтaу, студенттердіңқaнaғaттaну, қaнaғaттaнбaу дәрежелерінбелгілеу,білімберусaпaсын aнықтaу мен жетілдіружолдaрын тaлдaу болыптaбылaды. Осы мaқсaтқaжетуүшін, ең aлдыменКaно сaуaлнaмaсы түзіліп,116 студенткеқолдaнылдыжәнебілімберугежәнеоның сaпaсынa қaтыстыстуденттердіңтaлaптaры мен қaжеттіліктерітоптықжұмыстaрaрқылыaнықтaлды. Екіншіден,бұл aнықтaлғaн тaлaптaр мен қaжеттіліктерКaно бaғaлaу кестесіменжіктелді.Осылaйшa, сaпa тaлaптaры төрт сaнaтқa бөлінді:болуытиіс, бір өлшемді,тaртымдыжәнебейтaрaп.Соңындa,қaнaғaттaну мен қaнaғaттaнбaудың мәндеріесептелдіжәнестуденттердіңқaнaғaттaну мен қaнaғaттaнбaу деңгейлерінжоғaрылaту мен төмендетудеосытaлaптaр мен қaжеттіліктердіңрөліaйқын aнықтaлды.Түйінсөздер:сaпa, сaпaлық қaжеттіліктер,білімберусaпaсы, Кaно моделі.
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(2004). Bakhtin's Dialogic Pedagogy : Implications for Critical Pedagogy, Literacy Education, and Teacher Research in the United States. Journal of Russian & East European Psychology: Vol. 42, No. 6, pp. 89-94.
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Critical Literacy
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