Detecting the factors affecting classroom dialogue quality
Rapanta, Chrysi (Universidade Nova de Lisboa)
Miralda-Banda, Andrea (Universitat de Barcelona)
Garcia-Mila, Mercè (Universitat de Barcelona)
Vrikki, Maria (University of Nicosia)
Macagno, Fabrizio (Universidade Nova de Lisboa)
Evagorou, Maria (University of Nicosia)

Data:	2023
Resum:	Despite the emphasis on dialogue and argumentation in educational settings, still not much is known about how best we can support learners in their interthinking, reasoning, and metadialogic understanding. The goal of this classroom intervention study is to explore the degree of students' dialogicity and its possible increase during a learning programme implementing dialogic and argument-based teaching goals and principles. In particular, we focus on how students from 5 to 15 years old engage with each other's ideas, and whether/how this engagement is influenced by lesson and classroom setting factors. The participants were 4208 students distributed in preprimary, primary, and secondary classrooms of five countries (UK, Portugal, Germany, Spain, and Cyprus). Findings suggest that there is a consistent increase with age for some high-dialogicity moves, and students behave more dialogically in whole-class discussions rather than small-group activities.
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Dialogicity ; Argumentation ; Classroom intervention
Publicat a:	Linguistics and Education, Vol. 77 (Octubre 2023) , art. 101223, ISSN 1873-1864

DOI: 10.1016/j.linged.2023.101223

22 p, 2.7 MB

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