Dialogic Pedagogy Discourse in Contexts from Pre-school to University

Taking a dialogic approach, this edited book engages in analysis and description of dialogic discourse in a number of different educational contexts, from early childhood to tertiary, with an international team of contributors from Australia, Finland, New Zealand and the United Kingdom. The chapters focus mostly on dialogic face-to-face discourse, with some examples of online interactions, and feature insights from educational linguistics, particularly the work of Michael Halliday. While the contributors come from a range of theoretical backgrounds, they all share an interest in language in use and engage in close analysis of transcripts of naturally-occurring interaction. Taking inspiration from Alexander and other theorists, they employ a fine-grained and analytic approach to the exploration of their data. The authors make use of the linguistic tools and models of language in society, in order to examine the turn-by-turn unfolding of the interaction. The authors relate their insights from disparate forms of linguistic analysis to elements of Alexander’s (2020) dialogic framework, situating the discourse in its contexts and discussing the pedagogical implications of the linguistic choices at play. In presenting this work from a range of situations and perspectives, the authors strive to demonstrate how dialogic discourse plays out in educational contexts across the world. The book aims to foster further research in this direction and to inspire educators to explore dialogic discourse for themselves. It will be of interest to a wide audience, including literacy researchers, linguists, teachers and teacher educators, as well as graduate students.

Part 1: Theoretical framework 1. Research into dialogic pedagogy through the lens of educational linguistics Alyson Simpson, Anne Thwaite and Pauline Jones 2. Classroom discourse analysis Anne Thwaite Part 2: Dialogic pedagogy in Early Childhood contexts 3. Perceiving, labelling and knowing: Mediating educational meanings through multimodal dialoguein Montessori early years classrooms Susan Feez 4. The contribution of ‘sustained shared thinking’ to successful literacy transitions in English curriculum Pauline Jones and Iram Siraj 5. "We’re going to do it together": Dialogic discourse with young children in Western Australia Anne Thwaite Part 3: Dialogic pedagogy in Primary School contexts 6. Dialogicality as embodied multimodal communication in primary schools Christine Edwards-Groves and Christina Davidson 7. Scaffolding dialogue with marginalised students in the middle years Helen Harper and Bronwyn Parkin 8. The changing patterns of classroom interaction: Teacher interventions in students’ creative collaboration in makerspaces Kristiina Kumpulainen, Anu Kajamaa and Jasmiina Leskinen Part 4: Dialogic pedagogy in Secondary School contexts 9. Writing talk: Investigating metalinguistic dialogue about written texts Debra Myhill and Ruth Newman 10. Street Smarts: A developing critical thinking talk framework for adolescents Maree Davies, Simon Esling and Patrick Girard 11. When monologue isn’t: Towards a linguistic description of Alexander’s six principles Erika Matruglio Part 5: Dialogic pedagogy in Tertiary Education contexts 12. Dialogic pedagogy: blended learning in initial teacher education Alyson Simpson and Tinjia Wang 13. A dialogic approach to teacher professional development Carole Bignell 14. Dialogic dimensions of seminars in higher education Marion Heron 15. Collaborative knowledge building: the dynamic life of ideas in online discussion forums Janine Delahunty, Pauline Jones and Irina Verenikina Part 6 16. Epilogue Robin Alexander

Anne Thwaite is a Lecturer in Language Education in the School of Education at Edith Cowan University (ECU) in Australia. Her research applies a functional perspective to spoken discourse analysis, including classroom discourse, critical discourse analysis and casual conversation. Alyson Simpson is a Professor in the Faculty of Arts and Social Sciences at the University of Sydney in Australia. Her research projects focus on the role of children’s literature in education, the power of dialogic learning and the formation of teacher professional identity through the lens of educational linguistics. Pauline Jones is Associate Professor, Language in Education in the School of Education, at the University of Wollongong in Australia. Her scholarship focuses on educational linguistics/semiotics, which she applies to studies of pedagogic dialogue, advanced literacy skills and teacher development.