The Role of Dialogic Pedagogy in Teaching Grammar

Autor/inn/en	Jones, Pauline; Chen, Honglin
Titel	The Role of Dialogic Pedagogy in Teaching Grammar
Quelle	In: Research Papers in Education, 31 (2016) 1, S.45-69 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2016.1106695
Schlagwörter	Role; Dialogs (Language); Teaching Methods; Grammar; National Curriculum; English; Foreign Countries; English Curriculum; Instructional Innovation; Educational Principles; Classroom Communication; Metalinguistics; Educational Change; Workshops; Learning Theories; Linguistic Theory; Participatory Research; Researchers; Inservice Teacher Education; Intervention; Teacher Student Relationship; Elementary School Teachers; Secondary School Teachers; Observation; Australia + Suchen Sie Ihr Suchwort? Rollen; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; English language; Englisch; Ausland; Educational Innovation; Bildungsinnovation; Bildungsprinzip; Klassengespräch; Metalanguage; Metasprache; Bildungsreform; Lernwerkstatt; Schulung; Learning theory; Lerntheorie; Linguistische Theorie; Forschungstätigkeit; Researcher; Forscher; Lehrerfortbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Australien
Abstract	The inclusion of the Knowledge about Language strand in the recently introduced Australian Curriculum: English (AC:E) is both promising and challenging. For the first time, students across primary and secondary years of schooling are expected to develop "a coherent, dynamic, and evolving body of knowledge about the English language and how it works" (ACARA 2009). Yet, it has been documented that teachers are not well equipped with their linguistic and pedagogic knowledge to translate that knowledge into productive pedagogic practices (Hammond and Macken-Horarik 2001; Jones and Chen 2012). This challenge is confounded by the debate regarding what constitutes an appropriate pedagogy for contemporary grammar teaching. Grammar teaching bears the weight of its own history of practices that were often decidedly "undialogic". Unless new ways of fostering the development of students' knowledge about language are developed, the potential of the innovative English Curriculum risks being undermined. In this study, we consider what dialogic teaching principles (Alexander 2008) might offer an engaging, productive pedagogy for grammar teaching. We offer a linguistic account of the dialogic principles as they are enacted in this classroom. Thus providing insights into the complexities of the principles in action. We also argue for knowledge of classroom talk as a resource for engaging learners with grammar and for fostering the metalinguistic understandings imagined in this curriculum reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01