Given the importance of teaching and learning argumentation, across disciplines for participation in academic and civil discourse, this article examines how dialogic space is created and sustained in classrooms where argument is taught and learned and, when it is created, what affordances it brings to learning argumentation. Dialogic space is a…

This article discusses the place of thematic coherence in various approaches to educational dialogue and proposes a unifying approach to the analysis of thematic coherence of classroom conversations based on research in educational dialogue, philosophy of language and recent advances in linguistic research on discourse structure. Addressing the…

This paper presents the conceptual design of a simulation-based training system that supports pre-service teachers in developing discourse competence for facilitating accountable classroom talk on socio-scientific issues (SSI). The system is grounded in research on dialogic teaching, conceptual change, teacher reflection, and the TPACK framework.…

Turning educational ideas into meaningful learning requires planning for uncertainty. This article presents Bakhtin's key concept of "eventness" as an essential aspect of defining dialogic space. To Bakhtin an event is something happening here and now, with a degree of open-ended uncertainty tied to what will happen next. Acknowledging…

What is the role of teachers in constructing loving dialogic space that is liminal in nature? How can curricular boundary objects catalyze new dialogic spaces connecting people in different social locations? Illuminating these questions, Ms. Thompson opened new doors for elementary students in an urban Reformed Christian school community, inviting…

Participating in fair-minded, text-based classroom dialogue has immense benefits. It contributes not only to learning and academic success but also to the ability to effectively participate in democracy. This article presents how to prepare for and participate in discussions that will powerfully equip students to listen carefully, learn from their…

This paper examines differences between Bakhtin's dialogic view and argumentation theories with respect to questioning and analyzes the significance of these differences for the theories of pedagogy. In argumentation theories, a question is thought to be shared among the parties in a discussion. In the fields of argumentation and education, in…

This article discusses classroom conditions that support the co-creation of dialogic space--where our different ideas and perspectives are in conversation with others such that we might take in what other people are saying and be open to it affecting our thinking. Drawing on ethnographic case study data, we provide context to illustrate ways this…

Dialogic educators have designed strategies to facilitate dialogic teaching, such as establishing ground rules, employing talk moves, and structuring discussions. Though productive, such strategies rarely open dialogic space, in which shared meaning is created through an interaction that blurs the boundaries between participating voices. Dialogic…

Classroom discussions are regarded by both practitioners and researchers as an essential pedagogical practice for fostering students' high-level comprehension of text yet cultivating a dialogic classroom culture conducive to supporting students' productive talk can be a delicate undertaking. In this article, using a series of transcripts from one…

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…

Diverse children's literature can support understandings of our world as culturally, linguistically, and socially rich. It can cultivate empathy and understanding, and open a dialogic space of possibilities. In this article, we examine how "purposefully selected" children's literature prepares needed conditions for dialogic space:…

Michael Bird has a longstanding interest in the power of classroom dialogue, not only as a means of eliciting students' prior knowledge or checking their understanding of new ideas and information, but also as a powerful tool for generating new knowledge through a collective process of meaning-making. In this article, he first uses two extracts of…

Science teaching and learning are discursive practices, yet analysis of these practices has frequently been grounded in theorizations that place language at the forefront of interaction and meaning-making. Such language-centric analytic approaches risk overlooking key embodied, enacted aspects of students' engagement in science practices. This…

Bakhtin is a source of theoretical inspiration for educational research. This article will be an attempt to activate also Bakhtin's analytical practice and his methodology. I will explore and elaborate the typology of discursive relations which are suggested in Bakhtin's book on Problems of Dostoevsky' Poetics (Bakhtin ,1984), and the potential…