Dialogic Space: Intersections between Dialogic Teaching and Systemic Functional Linguistics

Autor/in	Hammond, Jennifer
Titel	Dialogic Space: Intersections between Dialogic Teaching and Systemic Functional Linguistics
Quelle	In: Research Papers in Education, 31 (2016) 1, S.5-22 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2016.1106693
Schlagwörter	Dialogs (Language); Teaching Methods; English (Second Language); Second Language Learning; Linguistic Theory; Correlation; Second Language Instruction; Role; Learning Processes; Course Content; Student Needs; Metalinguistics; Scaffolding (Teaching Technique); Middle School Teachers; Program Development; Science Instruction; Academic Discourse; Language Usage; Classroom Communication; Scientific Concepts; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Linguistische Theorie; Korrelation; Fremdsprachenunterricht; Rollen; Learning process; Lernprozess; Kursprogramm; Metalanguage; Metasprache; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Programmplanung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Discourse; Diskurs; Sprachgebrauch; Klassengespräch; Ausland; Australien
Abstract	The aim of this article is to foster dialogue between proponents of Alexander's notion of dialogic teaching and those working with educational linguistics--in particular those working with systemic functional theory. To this end, the article begins by highlighting important points of alignment between dialogic teaching and systemic theory: their shared emphasis on learning as a social and cultural construct; the priority they accord to language in education and its role in mediating learning; and their shared emphasis on the nature of positive educational interventions. Major sections of the article, however, address two issues identified by Alexander as posing particular challenges in the implementation of dialogic teaching: the difficulty of achieving a "perfect marriage" between pedagogical form and content; and the need for students to have opportunities to talk to learn as well as learn to talk. Discussion of these issues draws on recent research into the needs of English as an Additional Language students, and the nature of pedagogical practices designed to address those needs, to explore the possible contribution of systemic theory. While the article is written from the perspective of someone more familiar with systemic theory than dialogic teaching, it highlights points of similarity and difference between the two perspectives in their approaches to education and suggests an ongoing dialogue which is likely to be mutually beneficial. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01