This author contends that Jewish educators need to provide alternatives to a narrow view of Jewish literacy by revisiting social practices that are characteristic of Jewish study, drawing from rich traditions of engagement in critical questioning of narratives and reanimating them so that students are able to push the boundaries of texts. By…

Using an analytical framework that combines insights from a variety of previous studies, the current paper aims to contribute to the description of the joint construction of meaning in pedagogical discourse, in particular in one-on-one teacher-student interaction in writing conferences in a Japanese-as-a-foreign language (JFL) class. The argument…

Media, particularly television, are increasingly prevalent in contemporary life and yet the pedagogical potential of this resource remains largely untapped. Racism, insidious in its manifestations, is frequently the subject of media spectacle that tends to fixate, frame, and fracture discourse about this vital issue. This study examines how three…

The three-part Initiation, Response, Follow-up (IRF) cycle, or Triadic Dialogue, has been shown to be a common pattern in classroom discourse, and is widely used in EFL classrooms. The value of Triadic Dialogue has been debated in general education, where it has attracted criticism for being over-formulaic and restrictive, although recent research…

Discusses "proper intake" (intake that contains certain designated features of informal communication) in the classroom, when the goal is for students to be able to use language in informal communication. (Author/HP)

Central to a pedagogy of work education is a practice that must acknowledge experience as legitimate curricular content while simultaneously challenging both its substance and its form. Several variations of how work experience is constituted by students are discussed, and the pedagogical implications of each is explored. (Author/BJV)

Simulation of a situation (e.g., a hotel experience) emphasizing setting, role, and mood, helps students of intermediate French to use role play and to understand the causative structure in dialogue. (CB)

Discusses the design of a course in Mandarin Chinese developed by the US government's Interagency Language Roundtable after President Nixon's 1972 visit to the People's Republic of China and its implications for vocabulary choice, the teaching of grammar, the use of dialogues, achievement tests, listening comprehension, and classroom activities.…

Three types of written conversation are examined: the interview, the dialog in a comic strip, and fictional dialog. These are compared to the function of conversation in spoken language, and pedagogical indications are given for each of the types as well as in general. (AMH)

Outlines a method for classroom presentation of model dialogues which uses the problem-solving approach to stimulate students' awareness and production of functional elements suited to a variety of attitudes and situations. Gives examples illustrating classroom activities designed for each phase of the teaching-learning process. (MES)

Proposes a taxonomy for the many roles a second language learner must play in real-life interactions. Three types of roles are established and illustrated via dialogs: social, emotive, and maturational. Students practice these roles, and in doing so, acquire the grammatical structures of the target language. (Author/PJM)

A teacher of hearing-impaired students in grades three-six used dialogue journals with her students, and combined the use of dialogue journals with reading journals, which focus on specific, reading-related topic . The project evolved into a peer journal-reading program between two students. Journal use was subsequently incorporated into content…

This article reports on implementation of the Early Literacy Project with primary level students with mild disabilities. Special attention is given to one preconventional writer whose performance was advanced by involving him in literacy activities in advance of competence, using meaningful text representations to scaffold performance, and…

The article discusses utilization of case studies in teaching interpersonal communication, examining case studies written in dialogue to illustrate real life situations. It describes case study methodology, experiential learning strategies, and creative ways to use cases (e.g., role play, group discussion, improvisation, case analysis, and…

Describes the development of a speech-activated multimedia system for foreign-language training. The model allows students to engage native speakers on CD-ROM in lengthy face-to-face dialogs using natural spoken language. (Author/VWL)