DOCSLIB.ORG

Centering English Language Learners in the Praxis of Dialogic Pedagogy Ching-Ching Lin Montclair State University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Centering English Language Learners in the Praxis of Dialogic Pedagogy Ching-Ching Lin Montclair State University Montclair State University Montclair State University Digital Commons Theses, Dissertations and Culminating Projects 8-2012 Centering English Language Learners in the Praxis of Dialogic Pedagogy Ching-Ching Lin Montclair State University Follow this and additional works at: https://digitalcommons.montclair.edu/etd Part of the Education Commons Recommended Citation Lin, Ching-Ching, "Centering English Language Learners in the Praxis of Dialogic Pedagogy" (2012). Theses, Dissertations and Culminating Projects. 23. https://digitalcommons.montclair.edu/etd/23 This Dissertation is brought to you for free and open access by Montclair State University Digital Commons. It has been accepted for inclusion in Theses, Dissertations and Culminating Projects by an authorized administrator of Montclair State University Digital Commons. For more information, please contact [email protected]. CENTERING ENGLISH LANGUAGE LEARNERS IN THE PRAXIS OF DIALOGIC PEDAGOGY A DISSERTATION Submitted to the Faculty of Montclair State University in partial fulfillment of the requirements for the degree of Doctor of Education by CHING-CHING LIN Montclair State University Upper Montclair, NJ 2012 Dissertation Chair: Rebecca A. Goldstein Copyright © 2012 by Ching-Ching Lin. All rights reserved. MONTCLAIR STATE UNIVERSITY THE GRADUATE SCHOOL DISSERTATION APPROVAL We hereby approve the Dissertation Centering English Languoge Learners in the Prmis of Dialogic Pedagogt of Ching-Ching Lin Candidate for the Degree: Doctor of Education Department of Secondary and Special Education Certifred by: Dean of The Graduate School zla, l, . Date ABSTRACT CENTERING ENGLISH LANGUAGE LEARNERS IN THE PRAXIS OF DIALOGIC PEDAGOGY by Ching-Ching Lin The mainstream classroom poses critical challenges to ELL students in the era of standardization. As English is used both as a language of instruction and assessment for all content subjects in the mainstream classroom, ELL students have to master a cognitively loaded and culturally specific curriculum while learning basic English. Through the standardization of curriculum and assessment, English exerts a normalizing power for ELL students. Given the role of language in regulating consciousness and controlling access to dialogic process, how does dialogic pedagogy theorize about the relationships between language, power and the needs of ELL students in mainstream, content-area classrooms? Using Pierre Bourdieu’s theory of language and symbolic power as my theoretical framework, and Critical Discourse Analysis (CDA) as a research method that focuses on language as an instrument that mediates power and privileges, this study explored the effects of dialogic pedagogy as a discourse on ELL students. Based on an examination of over two hundred and seventeen dialogic pedagogy texts published since NCLB (2001) was signed into effect, analysis of the data demonstrated that critical pedagogy failed to address the specificity of challenges facing ELL students in mainstream classrooms. The discourses of dialogic pedagogy normalized the notion of dialogue at the expense of addressing linguistic and cultural diversities. The findings call for a reconceptualization iv of dialogic pedagogy to incorporate the notion of linguistic and cultural diversity into its theorizing and literacy practices. v ACKNOWLEDGEMENTS This study is dedicated to all the people who have set themselves in exile, willingly or unwillingly, and turned their experiences of life in a foreign land into a personal saga of perseverance and endurance. For them, the awareness expressed in this study is nothing but a humble beginning to make sense of a long journey that they are at the dawn of comprehending. I would like to express my extreme gratitude to my dissertation supervisor, Dr. Rebecca Goldstein, who has been a constructive force in my academic progress, whose support and advice during this tortuous journey of study, research and writing, provides me with the guidance without which this dissertation would not be possible. My dissertation committee members, Dr. David Schwarzer, Dr. Tyson Lewis, Dr. Jeremy Price and Dr. Kathryn Herr offer insightful, challenging but always encouraging feedback and direction. I deeply appreciate the faculty, staff and friends whose path I have come know at MSU, who have nurtured my growth as a scholar and a person. I also would like to thank the Institute for the Advancement of Philosophy for Children (IAPC) and its members, whose vision inspired me to ask tough philosophical and pedagogical questions about teaching and learning. This dissertation wouldn’t be possible without the unconditional love and support of my family. My parents have always supported their children in whatever path they choose, and this with no exception. Despite the physical distance that sets us apart, their unwavering support has been a fixture throughout different phases of my life. vi TABLE OF CONTENTS ABSTRACT iv ACKNOWLEDGEMENTS vi LIST OF TABLES xi Chapter One: Introduction 1 Statement of the Problem 1 Purpose of the Study 5 The Hegemony of English 9 Addressing the Hegemony of English 14 Significance of the Study 16 Organization of the Thesis 17 Definitions of Terms 18 Democratic Education 18 ELL (English Language Learner) 19 Mainstreaming or mainstream classroom 20 Dialogic Pedagogy 20 Constructivist 20 Critical Pedagogy 21 Praxis 21 Hegemony 22 Cultural Capital 22 Critical Discourse Analysis (CDA) 23 Chapter Two: Theoretical Framework 24 Bourdieu on Language as a form of capital 24 Cultural Capital 25 Language, symbolic power, dialogue and symbolic violence 29 Symbolic Power 29 Field 32 Habitus 33 Field, Habitus and Capital 34 Synthesis and Reflection 36 Rancière’s critique of Bourdieu 38 An appraisal of Rancière’s critique of Bourdieu 41 Chapter Three: Review of Literature 46 Overview of ELL Education 47 The Mainstreaming of ELL Students under NCLB 52 Emerging Issues Facing ELL Students in Mainstream Classrooms 54 Specificity of Cultural Literacy in the School Curriculum 55 Bias of the Hidden Curriculum 57 The Hegemony of English to the Exclusion of Heritage Languages 59 The Suppression of Student Voice, Subjectivity and Identity 60 Synthesis/Discussion/Relevance to Study 62 Critical Pedagogy, Dialogue and Addressing ELL students 63 vii Chapter Four: Methodology 65 Overview 65 Research Method 69 Overview of CDA 71 CDA and Fairclough 76 Fairclough 76 Relevant CDA Concepts 80 Discursive Formation 80 Discursive Strategy 82 Style 83 Discursive Effects 85 Data 90 Table 1: Summary of Methods 90 Limitations 92 Data Collection 95 Identifying the Data Set 96 Table 2: Including and Excluding items 98 Collecting and Sorting Instances 98 Analysis Procedure 99 Identifying Discursive Formation 99 Identifying the Discursive Strategies that Are Deployed 100 Identifying Competing Styles 101 Identifying the Discursive Effects 101 Issues of Validity and Limitation 103 Conclusion 105 Chapter Five: Descriptive Findings 106 Introduction 106 Summary of Descriptive Findings 107 Table 3: Numerical Property of Descriptive Findings 108 Specificity of Cultural Literacy in the School Curriculum 109 Table 4: Coding for Specificity of Cultural Literacy in the School Curriculum 110 The School curriculum is rooted in Western culture and is culturally Specific 111 The School curriculum favors the cultural capitals representative of the dominant group and neglects students’ local knowledge 112 Critical pedagogy promotes literacy practices that build on the dialogic relationship between students and teachers to uncover the dominant ideologies 114 Implications for ELL students 115 Bias of Hidden Curriculum 116 Table 5: Coding for the Bias of Hidden Curriculum 117 Schools are shaped by the hidden agenda of corporate interests and solely focus on industrial skills that reinforce inequality 118 viii Critical pedagogy urges teachers to constantly challenge and interrogate their own beliefs and values in the cycle of praxis and reflection 120 Critical pedagogy calls for teachers to dialogue with students the meaning and purpose that schools play in their relationship to the demands of the broader society 122 Implications for ELL students 123 The Hegemony of the English Language to the Exclusion of Heritage Languages 124 Table 6: The coding for The Hegemony of the English Language to the Exclusion of Heritage Languages 125 The U.S. upholds English as the official language to the exclusion of other languages 126 English plays an important role in defining literacy 127 Critical pedagogy promotes literacy strategies that can be used to address the hegemony of English 128 Implications for ELL students 129 Suppression of ELL students’ voices, subjectivity and identity 129 Table 7: Coding for the Suppression of Student Voice, Subjectivity and Identity 130 Critical pedagogy recognizes that ELL students tend to see themselves in the image of the dominant culture and attribute their experience of hardship at schools to the failure on their own parts 131 Dialogic discussion provides an educational context that helps students construct their subjectivities and identities through problematizing language that promotes dominant interests 132 Implications for ELL students 134 Chapter Six: Discursive Findings 136 Major Discourses within Critical Pedagogy 137 Table 8: Discursive findings at a glance 139 1) Neo-Marxism 140 Table 9: Coding for the Discourse of Neo-Marxist Critical Pedagogy 141 Discursive Formations within Neo-Marxist Discourse 141 Relative autonomy 142 Class consciousness 144 Discursive Strategies
Load more

Recommended publications
  • Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic
    Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic Support on Reading Comprehension for Adolescents James Carroll Hill Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy In Curriculum and Instruction Trevor T. Stewart, Chair Heidi Anne E. Mesmer Amy P. Azano Bonnie S. Billingsley March 24, 2020 Blacksburg, VA Keywords: English Language Arts, dialogic pedagogy, reading comprehension, intertextuality Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic Support on Reading Comprehension for Adolescents James Carroll Hill ABSTRACT The reading comprehension scores of students in secondary education have been stagnant since the collection of national statistics on reading comprehension began (National Assessment on Educational Progress [NAEP], 2015, 2017, 2019). This study explored the effect of providing dialogic and thematic support on reading comprehension and intertextuality. The theories of dialogic pedagogy (Fecho, 2011; Stewart, 2019) and cognitive flexibility in reading (Spiro et al., 1987), along with the construction- integration model of reading comprehension (Kinstch, 2004) formed the foundation for this study. The study focused on the reading comprehension and ability to make connections across texts of 184 participants enrolled in 9th or 10th grade English classes in a high school in the Appalachian region of the southeastern United States. Methods included an experimental study which required participants to participate in two rounds of testing: the Nelson Denny Reading Test to provide reading levels and the Thematically Connected Dialogic Pedagogy (TCDP) testing which introduced dialogic and thematic support for reading comprehension and intertextuality.
    [Show full text]
  • Dialogic Pedagogy and Semiotic-Dialogic Inquiry Into Visual Literacies and Augmented Reality
    ISSN: 2325-3290 (online) Dialogic pedagogy and semiotic-dialogic inquiry into visual literacies and augmented reality Zoe Hurley Zayed University, Dubai Abstract Technological determinism has been driving conceptions of technology enhanced learning for the last two decades at least. The abrupt shift to the emergency delivery of online courses during COVID-19 has accelerated big tech’s coup d’état of higher education, perhaps irrevocably. Yet, commercial technologies are not necessarily aligned with dialogic conceptions of learning while a technological transmission model negates learners’ input and interactions. Mikhail Bakhtin viewed words as the multivocal bridge to social thought. His theory of the polysemy of language, that has subsequently been termed dialogism, has strong correlations with the semiotic philosophy of American pragmatist Charles Sanders Peirce. Peirce’s semiotic philosophy of signs extends far beyond words, speech acts, linguistics, literary genres, and/or indeed human activity. This study traces links between Bakhtin’s dialogism with Peirce’s semiotics. Conceptual synthesis develops the semiotic-dialogic framework. Taking augmented reality as a theoretical case, inquiry illustrates that while technologies are subsuming traditional pedagogies, teachers and learners, this does not necessarily open dialogic learning. This is because technologies are never dialogic, in and of themselves, although semiotic learning always involves social actors’ interpretations of signs. Crucially, semiotic-dialogism generates theorising of the visual literacies required by learners to optimise technologies for dialogic learning. Key Words: Dialogism / signs / semiotics / questioning / opening / augmented reality / technologies Zoe Hurley (PhD, Lancaster University, UK) is the Assistant Dean for Student Affairs in the College of Communication and Media Sciences at Zayed University, Dubai, United Arab Emirates.
    [Show full text]
  • Learning from Jewish Education
    ADVANCING THE LEARNING AGENDA IN JEWISH EDUCATION ADVANCING THE LEARNING AGENDA IN JEWISH EDUCATION Edited by JON A. LEVISOHN and JEFFREY S. KRESS Boston 2018 The research for this book and its publication were made possible by the generous support of the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education, a partnership between Brandeis University and the Jack, Joseph and Morton Mandel Foundation of Cleveland, Ohio. Library of Congress Cataloging-in-Publication Data Names: Levisohn, Jon A., editor. | Kress, Jeffrey S., editor. Title: Advancing the learning agenda in Jewish education / Jon A. Levisohn and Jeffrey S. Kress, editors. Description: Boston: Academic Studies Press, 2018. | Includes bibliographical references. Identifiers: LCCN 2018023237 (print) | LCCN 2018024454 (ebook) | ISBN 9781618117540 (ebook) | ISBN 9781618117533 (hardcover) | ISBN 9781618118790 (pbk.) Subjects: LCSH: Jews—Education. | Jewish religious education. | Judaism—Study and teaching. Classification: LCC LC715 (ebook) | LCC LC715 .A33 2018 (print) | DDC 296.6/8—dc23 LC record available at https://lccn.loc.gov/2018023237 © Academic Studies Press, 2018 ISBN 978-1-618117-53-3 (hardcover) ISBN 978-1-618117-54-0 (electronic) ISBN 978-1-618118-79-0 (paperback) ISBN 978-1-644692-83-7 (open access) Book design by Kryon Publishing Services (P) Ltd. www.kryonpublishing.com Cover design by Ivan Grave Published by Academic Studies Press 28 Montfern Avenue Brighton, MA 02135, USA [email protected] www.academicstudiespress.com Effective October 15th, 2019, this book will be subject to a CC-BY-NC license. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/. Other than as provided by these licenses, no part of this book may be reproduced, transmitted, or displayed by any electronic or mechanical means without permission from the publisher or as permitted by law.
    [Show full text]
  • Dialogic Pedagogy for a Post-Truth World
    ISSN: 2325-3290 (online) Whose discourse? Dialogic pedagogy for a post-truth world Robin Alexander University of Cambridge, UK Abstract If, as evidence shows, well-founded classroom dialogue improves student engagement and learning, the logical next step is to take it to scale. However, this presumes consensus on definitions and purposes, whereas accounts of dialogue and dialogic teaching/pedagogy/education range from the narrowly technical to the capaciously ontological. This paper extends the agenda by noting the widening gulf between discourse and values within the classroom and outside it, and the particular challenge to both language and democracy of a currently corrosive alliance of digital technology and “post-truth” political rhetoric. Dialogic teaching is arguably an appropriate and promising response, and an essential ingredient of democratic education, but only if it is strengthened by critical engagement with four imperatives whose vulnerability in contemporary public discourse attests to their importance in the classroom, the more so given their problematic nature: language, voice, argument and truth.1 Key Words: Dialogue; pedagogy; democracy; language; voice; argument; truth Robin Alexander is Fellow of Wolfson College, University of Cambridge, Professor of Education Emeritus at the University of Warwick, Fellow of the British Academy, and past President of the British Association for International and Comparative Education. He has held senior posts at four UK universities and visiting positions in other countries. He directed the Cambridge Primary Review, the UK’s biggest enquiry into public primary/elementary education, and has worked extensively in development education, especially in India. His research and writing, whose prizes include the AERA Outstanding Book Award, explore policy, pedagogy, culture, primary schooling, comparative and development education, with classroom talk a prominent subset culminating to date in the successful large-scale trial of his framework for dialogic teaching.
    [Show full text]
  • Fall 2019 Section 001 Syllabus
    For Posting GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION Ph.D. in Education Program EDUC 883.001 CRN 18098- Seminar in Sociocultural Theory 3 Credits, Fall 2019 Tuesdays, 7:10-10:00 Class Location: Thompson Hall 1020 PROFESSOR: Name: Dr. Shelley D. Wong Office Hours: Tuesdays 5:15-6:45 p.m. and by appointment Office Location: Thompson Hall 1505, Fairfax campus Office Phone: (703) 993-3513 Email: [email protected] Prerequisites Admission to PhD program in CEHD, or permission of instructor. University Catalog Course Description Explores and analyzes the theoretical contributions of sociocultural theory. Focuses on the growing body of contemporary research on literacy, equity in education and emancipatory teaching for diverse students. Course Overview In this course we will be reading three major foundational socio-cultural primary texts: Paulo Freire’s Pedagogy of the oppressed, Lev Vygotsky’s Mind in society and Mikhail Bakhtin’s Speech genres and other late essays. We will also read articles, books and educational commentaries about Freire, Vygotsky and Bakhtin by scholars in the fields of Multilingual Multicultural Education as well as sociocultural readings from specializations of interest to students in the course. Because reading and dialogue about these major theorists is at the heart of the course participants in this course will keep and share journals and provide peer feedback to deepen interdisciplinary engagement with the major sociocultural theories and applications to foster a critical community of scholars. Course Delivery Method This course will be delivered using a seminar format. The seminar format of EDUC 883 requires honest and respectful participation of all students.
    [Show full text]
  • Rick Bowers Freire (With Bakhtin) and the Dialogic Classroom Seminar
    The Alberta Journal of Educational Research Vol. 51, No. 4, Winter 2005, 368-378 Rick Bowers University of Alberta Freire (with Bakhtin) and the Dialogic Classroom Seminar This article on pedagogy in the classroom seminar combines the basic principles of dialogue and liberation as expressed especially by 20th-century thinkers Bakhtin and Freire. It argues for a pedagogy of educational growth and facilitation of ideas. Through learner-centered knowledge, dialogic interaction, open exploration, mutual respect, and problem-based learning—as opposed to a pedagogy of conflict, including scenarios of confrontation, monologic assertions of instruction, and expert communiqués—the classroom seminar undergoes authentic liberation and discovery. At all points the classroom must be free from coercion and open to alternative perspectives in order to weigh evidence and arguments as objectively as possible, to break patterns of vertical authority, and to involve all participants in their own education. Not usually compared, these Bakhtinian and Freirean procedures provide sustainable, compassionate, and empowering possibilities for the university classroom seminar in North America and elsewhere. Cet article sur la pédagogie des séminaires en salle de classe combine les principes fondamentaux du dialogue et de la libération tels qu’exprimés par deux penseurs du 20e siècle, Bakhtin et Freire. L’auteur milite en faveur d’une pédagogie pour l’épanouissement éducatif et la facilitation des idées. Le séminaire en salle de classe se voit transformé en lieu de libération et de découverte par l’emploi de connaissances centrées sur l’apprenant, d’interaction dialogique, d’exploration franche et communicative, de respect mutuel et d’apprentissage par résolution de problèmes, plutôt que d’ne pédagogie du conflit dont des confrontations, des assertions monologiques et des communiqués par des experts.
    [Show full text]
  • Dialogue on Dialogic Pedagogy
    ISSN: 2325-3290 (online) Dialogue on Dialogic Pedagogy Eugene Matusov Kiyotaka Miyazaki University of Delaware, USA Waseda University, Japan Abstract In September 2011 in Rome at the International Society for Cultural and Activity Research conference, Eugene Matusov (USA), Kiyotaka Miyazaki (Japan), Jayne White (New Zealand), and Olga Dysthe (Norway) organized a symposium on Dialogic Pedagogy. Formally during the symposium and informally after the symposium several heated discussions started among the participants about the nature of dialogic pedagogy. The uniting theme of these discussions was a strong commitment by all four participants to apply the dialogic framework developed by Soviet-Russian philosopher and literary theoretician Bakhtin to education. In this special issue, Eugene Matusov (USA) and Kiyotaka Miyazaki (Japan) have developed only three of the heated issues discussed at the symposium in a form of dialogic exchanges (dialogue-disagreements). We invited our Dialogic Pedagogy colleagues Jayne White (New Zealand) and Olga Dysthe (Norway) to write commentaries on the dialogues. Fortunately, Jayne White kindly accepted the request and wrote her commentary. Unfortunately, Olga Dysthe could not participate due to her prior commitments to other projects. We also invited Ana Marjanovic-Shane (USA), Beth Ferholt (USA), Rupert Wegerif (UK), and Paul Sullivan (UK) to comment on Eugene-Kiyotaka dialogue-disagreement. The first two heated issues were initiated by Eugene Matusov by providing a typology of different conceptual approaches to Dialogic Pedagogy that he had noticed in education. Specifically, the debate with Kiyotaka Miyazaki (and the other two participants) was around three types of Dialogic Pedagogy defined by Eugene Matusov: instrumental, epistemological, and ontological types of Dialogic Pedagogy.
    [Show full text]
  • Dialogic Literacy: Contexts, Competences and Dispositions
    DIALOGIC LITERACY: CONTEXTS, COMPETENCES AND DISPOSITIONS FRANCESCO CAVIGLIA*, CHRISTIAN DALSGAARD*, MANUELA DELFINO**, ALEX YOUNG PEDERSEN* *Centre for Teaching Development and Digital Media, Aarhus University, Aarhus, Denmark ** Scuola secondaria di I grado ‘don Milani’, Genoa, Italy Abstract Dialogic Literacy is understood as being able to participate in productive dialogue with others and is a key competence for learning and active citizenship in a cultural and societal landscape shaped by the ‘participatory turn’. The article develops a definition of Dialogic Literacy based on a cross-disciplinary approach combining deliberative discourse, collaborative rationality, and Moral Foundation Theory. Furthermore, it presents a framework that educators can utilize in order to transform classroom discus- sion into activity that fosters learners’ Dialogic Literacy. Finally, the article argues for elevating the status of Dialogic Literacy as an overarching learning goal that should become an integral part of language education. Keywords: dialogic literacy, knowledge building, dialogic education, dialogue 1 Caviglia, F., Dalsgaard, C., Delfino, M. & Pedersen, A. Y. (2017). Dialogic Literacy: contexts, competences and dispositions. L1-Educational Studies in Language and Literature, 17, 1-38. https://doi.org/10.17239/L1ESLL-2017.17.01.05 Corresponding author: Francesco Caviglia, Centre for Teaching Development and Digital Media, Aarhus University, Jens Chr. Skousvej 5, 8000 Aarhus C, Denmark, email: [email protected] © 2017 International Association for Research in L1-Education. 2 F. CAVIGLIA, C. DALSGAARD, M. DELFINO, & A. Y PEDERSEN 1. INTRODUCTION According to Collins & Halverson (2009), the world of education is undergoing a momentous shift from an ‘era of schooling’ to an ‘era of lifelong learning’, with pedagogy moving from didacticism to interaction and relationships shifting from authority figures to computer-mediated interaction (pp.
    [Show full text]
  • The Impact of Dialogic Teaching on English Language Learners' Speaking and Thinking Skills
    Arab World English Journal (AWEJ) Volume.8 Number4 December 2017 Pp 49 -67 DOI: https://dx.doi.org/10.24093/awej/vol8no4.4 The Impact of Dialogic Teaching on English Language Learners’ Speaking and Thinking Skills Ishraga Bashir Mohammed Elhassan English and literature Department, Faculty of Arts Al-Neelain University, Sudan Mohammed Idris Adam English Department University of Alfashir, Sudan Abstract: This paper aims to investigate the influence of dialogic teaching on the development of the learners' speaking skills and critical thinking. It is questioning why Sudanese tertiary students are unable to express themselves efficiently and comfortably. This seems crucial and imperative for a college student and it shouldn’t shape any obstacle as a prerequisite for future development. Accordingly, this paper poses a significant issue that every learner of English needs to ponder. To collect data for the study, three tools has been used; a questionnaire, an interview and an observational checklist. The questionnaire was distributed throughout the students of second, third and fourth year university students who had been selected from different Sudanese universities. The collected data is analyzed quantitatively and qualitatively. Data analysis has shown that dialogic teaching enables students to develop the skills of argumentation, questioning and debate which contribute to the d evelopment of their critical thinking and speaking skills. Generally, the findings indicate that authentic dialogic teaching components are effective if students are given enough time to practice its skills. Hence recommendations for exposing learners to a variety of medium of speaking like dialogues, debate, argumentation and questioning are made to facilitate teachers to be more well -informed with dialogic teaching approach.
    [Show full text]
  • Chronotopes in Education: Conventional and Dialogic
    ISSN: 2325-3290 (online) Chronotopes in education: Conventional and dialogic Eugene Matusov University of Delaware, USA Abstract Bakhtin defines chronotope in his literary dialogic theory as the unity of time and space where events occur. Here, in this conceptual paper, I expand and apply this notion to education, discuss, and illustrate the three major espoused educational chronotopes that I abstracted in my analysis of educational practices around Dialogic Pedagogy. Frist is the Assignment Chronotope based on a type of monologic pedagogy, the most common in conventional, but also in some innovative, schools, focusing on making students arrive at preset curricular endpoints. Second is the Dialogic Provocation Chronotope based on narrowly defined dialogic pedagogy and involving promotion of the students’ responsive critical authorship. Third is the Journey Chronotope focusing on promoting the students’ self-assignments and self-initiated educational journeys that can propel self-generated critical authorship in a targeted practice (or a network of practices). Educational examples, concerns, and consequences of these chronotopes are considered. Keywords: chronotopes, assignment-based, dialogic provocation, learning journey, critical authorship, responsive authorship, self-generated authorship Eugene Matusov, Ph.D., DPJ Editor-in-Chief, is a Professor of Education at the University of Delaware, USA. He was born in the Soviet Union. He studied developmental psychology with Soviet researchers working in the Vygotskian paradigm and worked as a schoolteacher before immigrating to the United States. He uses sociocultural and Bakhtinian dialogic approaches to education. Email: [email protected] Acknowledgements I want to thank Nermine Elkader, Katherine von Duyke, Mark Smith, Ana Marjanovic-Shane, anonymous peer reviewers for Pedagogies: International Journal, and Dialogic Pedagogy Managing Editors Silviane Barbato and Maria Beatrice Ligorio for their critical feedback and helpful suggestions on the earlier drafts of this paper.
    [Show full text]
  • Socratic Seminars for Students with Autism Spectrum Disorders
    ISSN: 2325-3290 (online) Socratic Seminars for Students with Autism Spectrum Disorders Ali Nouri Ann Pihlgren Malayer University, Iran Ignite Research Institute, Sweden Abstract This paper explores the possibilities of the pedagogical use of Socratic dialogue as a basis for educating students diagnosed with autism. The Socratic dialogue is a particular pedagogical method used in educational settings to enhance student’s thinking and dialogic abilities. Research has proven that Socratic dialogue may result in improved language, interactive, and critical thinking abilities, as well as have effect on students’ self-evaluation. The social nature of dialogic learning may scaffold children with specific abilities to effectively interact with others and perceive those others’ emotions. Presently, education of students diagnosed with an Autism Spectrum Disorders (ASDs) use a variety of educational interventions, mostly inspired by behaviorist theory. These include little or no systematic use of dialogue as a pedagogical means of scaffolding students' abilities. However, several of these behaviorist methods have been tried out for a long period, educating students with ASDs, and have also proved to be successful to certain extents. In this article, we explore why and how Socratic dialogue can be used as an effective strategy for educating individuals diagnosed with autism. Hence, the investigation ends by introducing a dialogue-based teaching design that is compatible for children diagnosed with ASDs, to be explored and evaluated. Ali Nouri is an assistant professor in department of educational studies at Malayer University, Iran. His research interests are dialogic pedagogy, neuroscientific foundation of curriculum, theories of learning and teaching, educational neuroscience and neuroedcational research.
    [Show full text]
  • Dialogic Learning: a Social Cognitive Neuroscience View
    (IJCRSEE) International Journal of Cognitive Research in Science, Engineering and Education Vol. 2, No.2, 2014. DIALOGIC LEARNING: A SOCIAL COGNITIVE NEUROSCIENCE VIEW Dr. Ali Nouri, Department of Educational Sciences, Malayer University, Iran E-mail: [email protected] Received: October, 25.2014. Accepted: December, 12.2014. Review Articles UDK 371.3 371.332 616.8:37 Abstract. This paper represents an exploration of of these understanding, several studies have the educational value of dialogue as a teaching strategy devoted to exploring the potential contribu- in contemporary classrooms in light of recent evidences tions of recent advances in social and cognitive grounded in knowledge produced by social and cognitive neuroscience research for educational theory neuroscience research. The relevant literature suggests and practice (Immordino-Yang and Damasio, that dialogue is a unique feature of humans and no other 2007; Meltzoff et all, 2009; Immordino-Yang, animal is able to dialogue as they do. Humans are biologi- 2009; 2011; Lieberman, 2012). These stud- cally wired for dialogue and interaction with one another ies strongly verify the profound importance in socially and culturally shaped contexts. This dynamic of social interaction on human learning and interdependence of social and cognitive processes plays emphasize the value of recurring social com- a critically important role in construction of knowledge ponents of learning in making the curriculum and cognitive development. It is also well established that and managing the process of teaching. social processing in the brain is strongly interrelated with Taken together, these studies have the processing of emotion. Children therefore, are social shown some success in identifying the neu- learners who actively construct meaning and knowledge robiological processes of social learning and as they interact with their cultural and social environ- its potential implications for the school cur- ment through dialogue.
    [Show full text]