This much-needed guide provides the specific skills and materials necessary to facilitate effective dialogues across identity differences. We are living through arguably one of the most divisive times in our country and the world. People do not know how to communicate across differences in a way that advances the public good--from the…

"Accountable Talk" begins with students thinking out loud about a complex problem that requires collaboration: noticing something about the problem, questioning a surprising finding, or articulating, explaining, and reflecting upon their own reasoning. The teacher works to elicit a range of ideas, which may be incomplete. With teacher…

Presents guidelines for organization of conversation groups and suggests conversational activities for first year of language study including directed dialogs, use of questions, telephone vocabulary, and restaurant activities. Emphasizes importance of teacher supervision of, rather than participation in, conversational activities. (Author/BK)

Describes experimental technique for improving relationship between the structural and functional components of language teaching using dialoguing as an in-class game. (BK)

Presents use of dialogs as way of implementing functional/notional approach in second language instruction. Steps in methodology include presentation and discussion, oral practice, questions and answers, examination of structure, transfer to oral or written activity, and summary of lesson's purpose. (BK)

Describes methods for engaging a large number of students simultaneously in Socratic dialogue. (JRH)

A teaching method is described and illustrated that begins with the presentation of a basic dialogue containing new learning material and progresses to the group's acting out its own dialogues and discussing them with the class. The objective is to lead learners from understanding new material to using it creatively and, ultimately, for their own…

This paper offers a rationale for the use of conversational approaches to teach language to deaf students, encourages teachers to reexamine how they teach and how they structure their classrooms and curriculums, and describes activities that teachers can use to encourage conversation in their classrooms. (Author/JDD)

An intervention framework for the management of communication disorders in learning disabled children is presented. The model is comprised of three components: communicative intentions (what a speaker wants to convey), presupposition (a speaker's message in relation to specific information needs of a listener), and the social organization of…

Describes the use of dialogues in teaching introductory women's studies courses. Discusses interior, textual, and verbal dialogues. Suggests that teaching in this manner challenges traditional processes of knowledge production and evaluation. Argues that journals and peer support groups widen the scope and nature of exchanges within feminist…

These guidelines are adapted from Verderber and Verderber's "Inter-Act," a manual for interpersonal communication. The examples are from English composition classes, but the general principles are applicable in any situation involving criticism. Guidelines for giving constructive criticism include making the criticism relevant and…

Some features of "persuasion dialogue" are examined, and suggestions are offered for ways in which persuasion might be used as a topic in the language class to stimulate the use of realistic language through appropriate role playing. Three dialogues are presented that illustrate different kinds of persuasion. (SW)

An approach to encourage discussion in the mathematics classroom is presented. Teaching methods are discussed, followed by sections on planning effective mathematical situations, lesson plans which generate discussion, and controlling classroom interaction to generate discussion. (MNS)

Describes a model for language learning where an illustration treating the dialog under study is given to all students. One student acts as teacher in preparing questions and statements concerning the illustrations. The other students must answer the questions based on the dialog. The teacher oversees the student teacher. (PJM)

The expository writing difficulties of exceptional students are examined in relationship to the writing process, expository text structures, and students' metacognitive knowledge. Approaches to the teaching of expository writing are discussed, and a dialogic approach, involving teacher modeling and a series of think sheets, is described.…