Trying to teach dialogically: The good, the bad, and the misguided
Abstract
The goal of dialogic teaching is to position students as active participants who engage in academically accountable talk, but research consistently suggests that a major stumbling block is the teacher’s own interactional style. To explore the issue from an emic perspective, I carried out an action research investigation of advanced proficiency classes for English as a foreign language (EFL) that I taught on the university level in Japan. Data...
Paper Details
Title
Trying to teach dialogically: The good, the bad, and the misguided
Published Date
Apr 11, 2018
Journal
Volume
23
Issue
6
Pages
787 - 804
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