Human Communicative Dialogic Practices in Content and Language-Based Educational Interactions with Technology

Autor/inn/en	Garcia Laborda, Jesus; García Esteban, Soraya
Titel	Human Communicative Dialogic Practices in Content and Language-Based Educational Interactions with Technology
Quelle	25 (2016) 3, S.220-228 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Second Language Learning; Interpersonal Communication; Interaction; English (Second Language); Educational Technology; Technology Uses in Education; Teacher Student Relationship; Group Discussion; Foreign Countries; College Students; Preservice Teachers; Teaching Methods; Student Attitudes; Peer Evaluation; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Interpersonale Kommunikation; Interaktion; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppendiskussion; Ausland; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Spanien
Abstract	Anthropology has paid close attention to linguistic interaction and foreign language learning. This study approaches the use of dialogic learning that has strong roots in anthropology, sociology and applied linguistics. Following earlier research on teaching content in English in different subjects of teacher training through dialogic interaction, this paper focuses on the specific use of digital technology as a support for analysis through teacher-instructor interaction, as a means of social interaction, and as the creation of self-designed materials for content language integrated learning. Data is obtained from group discussions using digital content. Results indicate that technology represents a shifting pedagogical paradigm to enhance interaction in the Zone of Proximal Development and promote learning content in English through self and peer reflection. The findings of this study may serve as a monitor for content and language integrated learning educators aiming to enhance principled communicative insightful teaching with technology. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01