The reformed Finnish vocational education and training (VET) system is a competence-based, customer-oriented educational programme with two overarching aims: to develop a skilled labour force and to promote social inclusion. Support and guidance have become increasingly important in Finnish VET in recent decades. This study focuses on how…

This study contributes to discussions on facilitating students' sense-making in science by analyzing the utterances of high-achieving students in dialogues during practical work and identifying characteristics of their language use and learning processes. The context of the study is a general science course at an upper secondary school in Norway.…

Generative AI systems like chatbots are increasingly being introduced into learning, teaching and assessment scenarios at universities. While previous research suggests that users treat chatbots like humans, computer systems are still often perceived as less trustworthy, potentially impairing their usefulness in learning contexts. How are…

The paper first reviews how conventionalized uses of dialogue in the language classroom have facilitated a neoliberalist agenda, mainly by positioning learners in a reproductive, consumer role, and teachers as deskilled operatives of scripted interactions. It then discusses three other conceptualizations of the role of dialogue which may offer an…

While a great deal is known about instructor response to student writing--from commenting practices to student perceptions--less is known about how feedback impacts students' writing and writerly development. While we set out to study students' explicit engagement with written instructor feedback, our initial experimental design was disrupted by…

COVID-19 resulted in political backlash, public dissatisfaction, and the need for principals to create spaces to foster communication, implement change, monitor dissatisfaction, and foster wellness. Using the concept of the third space, we explore the dialogic and linguistic spaces K-12 leaders created while navigating this crisis. Employing a…

Adult education and learning in Germany are under pressure from attempts by right-wing extremist actors to increase their influence on structures, target groups, and programmes. This paper presents qualitative data from a survey of actors in different adult education and learning areas. They report on various incidents of right-wing influence.…

The purpose of this study was to examine the ways in which teachers use language to promote vocabulary development (i.e., vocabulary talk moves) during science instruction in early-elementary classrooms. Twenty-four total science lessons were recorded by eight teachers, providing 894.27 min of observational data across three timepoints. Discourse…

This article draws greater attention to the use of language as a pedagogical tool in science teaching and learning. Evidence shows that Alexander's (2020) 'dialogic teaching' approach is significant in promoting learning in science when used interchangeably with authoritative patterns of talk. This article explores dialogic teaching, drawing on…

Elementary school children bring a rich diversity of language to classrooms, a richness that often goes undervalued in educational settings in which teachers feel they must and do emphasize dominant ways of using English. The ways in which teachers interact with children about their language use can influence the linguistic belonging of children…

National standards that centre on the underpinning epistemic practices of the discipline has emphasised the need for teachers to focus much more on knowledge generation approaches to learning. Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation…

Is philosophy the pursuit of knowledge, as first year students with a dictionary sometimes write? With an aim to inspire and encourage philosophical inquiry, offering an invitation to participate in a process of discovery? Or are philosophers charged with teaching the history of such pursuits -- who argued, proved, disproved what? On the first…

Dialogic frameworks make visible the nature of social interaction providing insights into the formation of epistemic awareness. The conscious design of classroom interaction as both pedagogic practice and pedagogic tool for knowledge co-construction remains under represented in initial teacher education programs of study. This empirical research…

The authors draw upon their lived experiences as Black women in the academy to conceptualize a framework for Black women's peer mentorship, or 'sister scholarship,' within academia. Through auto-ethnographic 'sister talks,' the sister scholar relationship is conceptualized as a sanctum from gendered and racialized trauma, an impetus for the…

We address the concern that classification of English learners (ELs) primarily based on standardized tests does not accurately reflect what students know and can do with English. While qualitative classroom discourse analyses show that ELs' language-in-use is not as limited as test scores indicate, available evidence is sparse and prone to…