Theme: principles of teaching dialogical and monological speech

Main principles of dialogic teaching speech

Alexander’s dialogic teaching framework includes six repertoires, one of which is ‘teaching talk’, which includes five main types of classroom talk; rote, recitation, instruction, discussion and dialogue. While he recognizes that they all have a place in the classroom, dialogue not only has greater cognitive potential for students but also demands more of a teacher’s subject knowledge and pedagogical skill, especially through the use of scaffolding and effective questioning. Dialogue moves beyond other forms of classroom talk such as rote and recitation and assumes a more conversational manner. This is achieved by adhering to a number of key principles. Indeed, dialogic teaching is:

Collective

The teacher and students address learning activities together rather than in isolation. Here, the teacher acts as a full partner in discussions with students. In this sense, dialogue becomes a human shared experience that can challenge some of the power dynamics in the classroom. One of the approaches for developing collective dialogue is through the creation of a democratic community of enquiry, providing a ‘dialogic space to agree/ disagree, challenge, question, appeal to reason and allowing possible self-correction’. This can only be done, however, through strong and mutually respectful relationships.

Reciprocal

Participants listen carefully to each other and react by sharing and challenging ideas and providing different viewpoints. As such, dialogic teaching takes on a conversational structure where discussion and argumentation are used to probe and challenge. Answers must be justified, followed up and built upon as part of the reciprocal process.

Supportive

Contributions are valued and respected by all participants with a goal to achieve a collective understanding. This is done in a supportive environment where everyone feels comfortable enough to contribute. One way to achieve this is through the negotiation of the group guidelines. Not only will this increase the likelihood that the participants will adhere to them, but it can also provide students with a greater sense of agency and ownership.