Linguistics and Education | 2019
Improvising identities: Comparing cultural roles and dialogic discourse in two lessons from a US elementary classroom
Abstract
Education researchers agree on the value of classroom interac- tions in which students develop and refine their ideas in relation to what others have already written or said. Such “dialogic” interac- tions can help students learn to consider multiple interpretations, and even to disagree. Dialogic interactions can also shape stu- dents’ notions of themselves and their learning in ways that prepare them for participation in a literate, democratic society. Moreover, dialogic interactions, according to several national studies, have been associated with student literacy achievement