This paper reports on a study that investigated group learning processes in computer-supported collaborative concept mapping. Thirty 5th grade Taiwanese students were selected to attend a computer-mediated collaborative concept mapping activity. Dialog messages and map products tracked and recorded by the mapping system were analyzed. The…

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)

This study evaluated effects of training parents of 33 children (ages 3 to 6) with mild/moderate language delays in either effective joint book-reading techniques (using the Whitehurst Dialogic Reading Training Program) or more general conversational instruction. Results suggest the potential of the book-reading training for facilitating language…

Describes how teachers and students used observation and documentation to create connected learning experiences and plan curriculum. Discusses using photographs, videotapes, audiotapes, written notes, drawings, and dialogue as observation techniques to support curriculum development. (DLH)

Examines status in institutional discourse and identifies congruence as a factor in the success of native and nonnative speakers. Nonnative speakers suffered from a lack of context-specific pragmatic competence involving the use of status preserving strategies and appropriate content for noncongruent speech acts. (21 references) (JL)

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)

Introduces a computer-assisted language-learning system called L2tutor that is designed to provide an immersion experience to travelers before they leave on a trip to a country where a different language is spoken. The learner takes part in a fully mixed-initiative dialog with the system to gain fluency and hone vocabulary and grammatical skills.…

An adventure educator's anecdotes of international experiences illustrate the gap between the instructor's intended goals of an experiential exercise and participants' perceptions. Offers seven suggestions for structuring a dialog evaluation that works through different culture-based understandings of the same words, so that subsequent activities…

This study used observation and interviews to compare the discourse in workshop sessions that were part of a discrete-mathematics professional-development project for secondary mathematics teachers with the discourse in one participating teacher's high school mathematics classroom. By emphasizing the distinction between univocal and dialogic forms…

Presents a dialogue among six future music educators that began with the question "What do you think music education will be like in 2015?" Offers a condensed version of the conversation from more than two hours of videotaped peer discussion. (CMK)