Dialogic Pedagogy NEW PERSPECTIVES ON LANGUAGE AND EDUCATION Series Editors: Professor Viv Edwards, University ofReading, Reading, UK and Professor Phan Le Ha, University of Hawaii at Manoa, USA Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of iden- tity and power, community and culture. This series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times. Full details of all the books in this series and of all our other publications can be found on http://www.com, or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol BS1 2AW, UK NEW PERSPECTIVES ON LANGUAGE AND EDUCATION: 51 Dialogic Pedagogy The Importance of Dialogue in Teaching and Learning Edited by David Skidmore and Kyoko Murakami MULTILINGUAL MATTERS Bristol • Buffalo • Toronto Library of Congress Cataloging in Publication Data Names: Skidmore, David (Language teacher) editor.
I Murakami, Kyoko, editor. Title: Dialogic Pedagogy: The Importance of Dialogue in Teaching and Learning/Edited by David Skidmore and Kyoko Murakami. Description: Bristol; Buffalo: Multilingual Matters, [2016] I Includes bibliographical references and index. Identifiers: LCCN 2016022322 I ISBN 9781783096213 (hbk : alk.
paper) I ISBN 9781783096220 (pdf) I ISBN 9781783096237 (epub) I ISBN 9781783096244 (kindle) Subjects: LCSH: Dialogue analysis. I Language and languages-Study and teaching. I Language teachers-Psychological aspects. I Pedagogical content knowledge.
I Dialogism (Literary analysis) Classification: LCC P95.4-dc23 LC record available at https://lccn.gov/2016022322 British Library Cataloguing in Publication Data A catalogue entry for this book is available from the British Library. ISBN-13: 978-1-78309-621-3 (hbk) Multilingual Matters UK: St Nicholas House, 31-34 High Street, Bristol BSl 2AW, UK. USA: UTP, 2250 Military Road, Tonawanda, NY 14150, USA. Canada: UTP, 5201 Dufferin Street, North York, Ontario M3H 5T8, Canada.com Twitter: Multi_Ling_Mat Facebook: https://www.com/multilingualmatters Blog: www.com Copyright © 2016 David Skidmore, Kyoko Murakami and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher. The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable for- ests. In the manufacturing process of our books, and to further support our policy, prefer- ence is given to printers that have FSC and PEFC Chain of Custody certification.
The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned. Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India. Printed and bound in Great Britain by the CPI Books Group Ltd. Contents Contributors ix 1 Dialogic Pedagogy: An Introduction 1 David Skidmore and Kyoko Murakami Freire's Theory of Dialogic Pedagogy 1 What is Dialogism? 4 Prosody 5 The Scope of the Book 8 Overview of the Book 9 2 Dialogism and Education 17 David Skidmore Dialogue and Creativity 17 Speech and Consciousness 21 Different-languagedness: Heteroglossia 25 Many-voicedness: Polyphony 33 Dialogism and Education 40 3 Vygotsky and Dialogic Pedagogy 48 Harry Daniels Dialectical or Dialogic 50 Vygotsky and Bakhtin 56 Developmental Teaching 61 Conclusion 64 4 The Conceptions of 'Dialogue' Offered by Bohm and Buber: A Critical Review 68 Michelle Brinn Bohm's On Dialogue (1996) 68 Buber's Between Man and Man (1947) 72 Conclusions 77 V vi Dialogic Pedagogy 5 Classroom Discourse: A Survey of Research 83 David Skidmore The Essential Teaching Exchange 83 Exploratory Talk in Small Groups 85 The Lesson as a Speech Event 89 Transformational Solutions to the Dilemma of Academic Language 92 6 Pedagogy and Dialogue 98 David Skidmore Shaping the Agenda of Classroom Discourse 98 Dialogic Instruction 98 Dialogic Enquiry 101 Dialogic Teaching 103 The Affective Conditions for Learning 106 7 The Small Group Writing Conference as a Dialogic Model of Feedback 111 Julie Margaret Esiyok Introduction 111 Dialogic Classroom Talk 112 Methodology 117 Analysis 119 Summary 128 Appendix 7.1 Frequency of Active and Dialogic Indicators and Idea Development 133 8 Giving Learners a Voice: A Study of the Dialogic 'Quality' of Three Episodes of Teacher-Learner Talk-in-interaction in a Language Classroom 135 jean Baptiste Kremer Introduction 135 Theoretical Framework 136 Context 138 Methodology 138 Analysis and Discussion of Data 139 Conclusions and Recommendations 150 9 Authoritative Versus Internally Persuasive Discourse 153 David Skidmore The Source of the Transcripts 156 Talk About Texts in the Classroom 156 From Pedagogical Dialogue to Dialogic Pedagogy 165 Contents vii 10 Once More With Feeling: Utterance and Social Structure 170 David Skidmore The Profit of Distinction 171 The Polyphonic Utterance 173 Ideologeme: The Inflected Sign 174 Further and Further Apart: Rehearsed Improvisation 176 Utterance, Genre and Society 180 11 How Prosody Marks Shifts in Footing in Classroom Discourse 186 David Skidmore and Kyoko Murakami Introduction 186 Theoretical Background 187 Methods 189 Results 191 Discussion 198 Conclusions: The Implications of Prosodic Analysis for Our Understanding of Classroom Discourse 199 12 Prosodic Chopping: A Pedagogic Tool to Signal Shifts in Academic Task Structure 203 Xin Zhao, David Skidmore and Kyoko Murakami Introduction 203 Prosody in Classroom Interaction 204 Scaffolding 206 Methodology 207 Data Analysis 208 Discussion 214 Conclusions 216 13 Claiming Our Own Space: Polyphony in Teacher-Student Dialogue 220 David Skidmore and Kyoko Murakami Talk and Learning 220 The Essential Teaching Exchange 221 'Mother, Any Distance Greater Than a Single Span': An Excerpt From an Episode of Plenary Discussion 223 Discourse Analysis: A Teaching Exchange 223 'He Wants His Own Space': Analysis of Teacher-Student Dialogue Using CA Notation 226 Claiming Our Own Space: Polyphonic Dialogue 233 Appendix: Conversation Analysis Conventions Used for Data Transcription 239 Index 240 Contributors Dr Michelle Brinn has worked in the field of early years education for 25 years.
Currently an Assistant Leader of Learning in a large international school in Bangkok, she has taught and lectured in Poland, Malaysia, England, Wales and Northern Ireland. Her interest in dialogue arose due to a desire to enhance communication between home and school within international education, wherein vastly different expectations regarding learning may exist. This desire prompted a doctoral research project with the University of Bath, the initial stages of which are discussed within this chapter. Professor Harry Daniels is Professor of Education at the University of Oxford.
He has directed research for more than 40 projects funded by ESRC, various central and local government sources, The Lottery, The Nuffield Foundation and the EU. Much of his recent research draws on cultural histori- cal and activity theory approaches to learning and organisational change, focusing on professional learning, processes of social exclusion and practices of collaboration in a variety of educational, medical and emergency settings. He is also: Adjunct Professor, Centre for Learning Research, Griffith University, Brisbane, Australia; Research Professor, Centre for Human Activity Theory, Kansai University, Osaka, Japan; and Research Professor in Cultural Historical Psychology, Moscow State University of Psychology and Education. His CV witnesses an extensive publication list including a series of internationally acclaimed books concerned with sociocultural psychology.
Julie Esiyok is a classroom teacher and a member of her school's Middle Leadership Team. She holds a BA (hons) in Linguistics, a Postgraduate Certificate of Education and a MA in Education from the University of Bath. Her school-based research has so far focused on feedback through writing conferences, wait time and teacher-to-teacher coaching. She is keen to explore how language and silence can be used effectively in schools to improve teaching and learning.
Jean Baptiste Kremer has a BA in English and German from the University of Hull, and qualified as an English teacher in Luxembourg in 1982. In 1990 ix x Dialogic Pedagogy he was awarded a Fulbright Scholarship to teach French in Wisconsin, USA for a year. From 2005 to 2015 he led the English Teacher Education pro- gramme at the University of Luxembourg. After graduating with a Master's degree in Education from the University of Bath in 2014, he became general coordinator of teacher education in Luxembourg.
He is currently working for the Luxembourg Ministry of Education. Dr Kyoko Murakami is an Associate Professor at the Department of Psychology, University of Copenhagen. Her research involves examining lan- guage use and social relations configured and reconfigured in social and cul- tural practices. It draws on discourse analysis, discursive psychology and cultural psychology and related areas in the social sciences.
The topics of her recent publications include the discursive psychology of remembering and reconciliation (2012), an ethnography of battlefield and prison camp pilgrim- ages by British veterans (2014), and family reminiscence as memory practice (2016). With her educational research colleagues, Dr Murakami explores dia- logic spaces in both formal and non-formal education settings - group work in higher education and the experiences of international students in the internationalisation initiative of a Danish university. Dr David Skidmore is Senior Lecturer in the Department of Education at the University of Bath. He has published widely in the fields of dialogic peda- gogy and inclusive education, has held research grants from the ESRC and other bodies, and has supervised a number of doctoral studies in these areas.
Dr Xin Zhao is a Teaching Associate at the Information School at the University of Sheffield. She obtained her PhD from the Department of Education at the University of Bath, UK Her PhD research investigates the functions of conversational prosody of classroom talk-in-interaction in the field of second language learning. Her research interests include dialogic pedagogy, sociocultural theory and internationalisation. 1 Dialogic Pedagogy: An Introduction David Skidmore and Kyoko Murakami Freire's Theory of Dialogic Pedagogy Credit for initiating the theory of dialogic pedagogy belongs to Paulo Freire.
His perspective is outlined in his seminal work, Pedagogy of the Oppressed (Freire, 1993 [1970]), and further developed in other books such as Pedagogy for Liberation, jointly authored with Ira Shor (Freire & Shor, 1987). In most of the rest of this book, we draw more directly on dialogism, a theory of language associated with the Bakhtin Circle (Brandist, 2002), than on Freire's work. However, it is appropriate to acknowledge at the outset that without Freire there would be no theory of dialogic pedagogy, and his think- ing has been enormously influential on the tradition of critical pedagogy that has emerged out of his pioneering work. We do not, therefore, see the perspec- tive developed in this book as counterposed to Freire's vision, but as comple- mentary to it.
We have drawn on different theoretical sources to undertake a dialectical development of a view of pedagogy which has its origins in Freire's work. The understanding of language as socio-verbal interaction which derives from Bakhtinian dialogism enables us to pay close attention to pat- terns of teacher-student communication in naturalistic classroom conditions, to scrutinise them in fine detail and to illustrate alternative modes of interac- tion to the dominant form of teacher-led recitation. It would be wrong to suggest that Freire ignored this level of analysis in his own work, and indeed he has many suggestions to make which translate quite directly into possibili- ties to be explored in the concrete practice of teaching. However, later research has investigated classroom discourse empirically and revealed an in-depth picture of typical modes of interaction in this context and ways in which this can be challenged, in a manner which was implicit but sometimes left under- developed in Freire's more theoretical work.
We begin, though, with a brief overview of some of the main aspects of Freire's pedagogic theory, so that readers who are not already familiar with it will be able to trace the connec- tions between his work on dialogic pedagogy and our own position. 1 2 Dialogic Pedagogy Freire's work developed in the context of adult literacy education in Brazil at a time when there was a high rate of illiteracy among the adult population. He was forced to leave the country following a military coup in 1964, and continued to develop his pedagogic theory during a long period of exile, first in Chile and later in the United States.