In some approaches to dialogic pedagogy research, authentic questions have long attracted attention, since the prevalence of authentic questions has been used as an indicator of the dialogic quality of classroom activities. However, this article offers an analysis of the concept of authentic questions in the research literature and shows that this…

Research continues to find discussions in history classrooms to be rather short in length and simplistic in nature, despite the higher aims of historical and critical thinking. The purpose of this qualitative study was to explore the phenomenon of historical thinking and dialogic discussions in the secondary history classroom. Its goal was to…

This chapter delves into the theoretical underpinnings of praxeological and dialogical research on the emergence of opportunities for learning in teacher-student interactivities. First, I introduce the emergence of objects of learning as a social phenomenon; then I argue for the intersubjective-intercorporeal understanding of those objects as…

This paper aims to demonstrate the effectiveness of the Conversation Analysis Tool in the context of teaching world literature to senior students majoring in English philology. The authors present their experience of undertaking a three-month online course "Constructive Classroom Conversations: Mastering Language for College and Career…

Objectives: The COVID-19 pandemic has forced educational institutions to adopt online tools to remotely teach and efficiently use virtual learning situations during the emergency. However, although these environments may serve to improve teaching processes, several issues must be considered to ensure quality student learning. The purpose of our…

In this essay, the author asserts that the dialogic pedagogy of Paulo Freire provides a good description of the dynamic of authentic learning. The author narrates one short example and one long example of Freirian dialogues occurring in a public high school, giving details that describe moments of transformation. The short narrative sketches…

This study is an attempt to investigate the effect of metacognitive instruction through dialogic interaction in a joint activity on advanced Iranian English as a foreign language (EFL) learners' multimedia listening and their metacognitive awareness in listening comprehension. The data were collected through (N = 180) male and female Iranian…

When faced with students who have learning skills, styles, and backgrounds very different from their own, teachers can promote academic rigor by engaging in reality pedagogy. This approach proposes seven strategies, or Cs: Cogenerative dialogues (in which teachers solicit feedback from a dissimilar group of students); coteaching (in which students…

Children with limited language expression and comprehension abilities are at risk for academic failure, particularly in literacy acquisition. In addition, these children often have poor social outcomes, including difficulty forming friendships, social exclusion, withdrawal, and victimization. The academic and social difficulties that these…

When preparing teaching materials about communication between people from different linguistic backgrounds, many factors require consideration; these include theoretical orientation, purpose, context, educational needs, study level, as well as the cultural backgrounds of the teachers and their target learners. The classroom activity described in…

The purpose of this study was to determine students' communication in the college classroom through faculty-led methods of enhancing classroom participation. The students in this study perceived that faculty members work to engage them in various classroom activities and enhance their participation through discussions, debates, dialogue, group…

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

This article details a teaching method for intercultural business communication for ESL students in New Zealand and Australia. These students are often international students, many from Asia. In particular, in the past few years, a significant proportion of them have come from China. The diverse cultural backgrounds in the classroom pose…

Guidelines and examples for using dramatization to teach elementary German are presented. Dramatization can be used productively as an aid to learning even at the very beginning of a course or in an academic environment that is hostile to innovation. In order to learn an utterance in a foreign language, the students must be able to project their…

Asymmetry in classroom discourse, typified by teachers' frequent use of inauthentic initiating question turns, does not afford the best opportunities for the learning of language skills. More favourable conditions would appear to be associated with collaborative discourse patterns that display genuine interest in the child's contribution and build…