Commentary on the Papers
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| Title: | Commentary on the Papers |
|---|---|
| Language: | English |
| Authors: | Howe, Christine, Mercer, Neil (ORCID |
| Source: | Language and Education. 2017 31(1):83-92. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Descriptive Opinion Papers |
| Descriptors: | Teaching Methods, Multilingualism, Faculty Development, Cost Effectiveness, Epistemology, Code Switching (Language), Second Language Learning, Second Language Instruction, Course Content, Language of Instruction, Learning Processes |
| DOI: | 10.1080/09500782.2016.1230126 |
| ISSN: | 0950-0782 |
| Abstract: | This commentary discusses the four papers that comprise the special issue on dialogic teaching and learning, while making general observations that apply across the field as a whole. Similarities and differences are identified over the concepts of "dialogue" and "dialogic pedagogy". The possibility is raised that some aspects of dialogic pedagogy are more tractable than others, perhaps because they are more readily mapped onto traditional practices. The implications of this for analysing the dialogue-learning relation are considered. Attention is paid to the relevance for classroom dialogue of topic, epistemology, multilingualism, and the wider socio-political context. Finally, the challenge of scalability is addressed, in particular the need for cost-effective methods of teacher professional development if dialogic pedagogy is ever to become widely embedded in classrooms. [For the papers discussed in this commentary, see "Democracy, Voice and Dialogic Pedagogy: The Struggle to Be Heard and Heeded" (EJ1130971); "Trans/Languaging and the Triadic Dialogue in Content and Language Integrated Learning (CLIL) Classrooms" (EJ1130972); "Instructional Coaching through Dialogic Interaction: Helping a Teacher to Become Agentive in Her Practice" (EJ1130974); and "Toward a More Dialogic Pedagogy: Changing Teachers' Beliefs and Practices through Professional Development in Language Arts Classrooms" (EJ1130975).] |
| Abstractor: | As Provided |
| Number of References: | 27 |
| Entry Date: | 2017 |
| Accession Number: | EJ1130973 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1130973 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Commentary on the Papers – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Howe%2C+Christine%22">Howe, Christine</searchLink><br /><searchLink fieldCode="AR" term="%22Mercer%2C+Neil%22">Mercer, Neil</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6829-8072">0000-0002-6829-8072</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Language+and+Education%22"><i>Language and Education</i></searchLink>. 2017 31(1):83-92. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 10 – Name: DatePubCY Label: Publication Date Group: Date Data: 2017 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive<br />Opinion Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cost+Effectiveness%22">Cost Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/09500782.2016.1230126 – Name: ISSN Label: ISSN Group: ISSN Data: 0950-0782 – Name: Abstract Label: Abstract Group: Ab Data: This commentary discusses the four papers that comprise the special issue on dialogic teaching and learning, while making general observations that apply across the field as a whole. Similarities and differences are identified over the concepts of "dialogue" and "dialogic pedagogy". The possibility is raised that some aspects of dialogic pedagogy are more tractable than others, perhaps because they are more readily mapped onto traditional practices. The implications of this for analysing the dialogue-learning relation are considered. Attention is paid to the relevance for classroom dialogue of topic, epistemology, multilingualism, and the wider socio-political context. Finally, the challenge of scalability is addressed, in particular the need for cost-effective methods of teacher professional development if dialogic pedagogy is ever to become widely embedded in classrooms. [For the papers discussed in this commentary, see "Democracy, Voice and Dialogic Pedagogy: The Struggle to Be Heard and Heeded" (EJ1130971); "Trans/Languaging and the Triadic Dialogue in Content and Language Integrated Learning (CLIL) Classrooms" (EJ1130972); "Instructional Coaching through Dialogic Interaction: Helping a Teacher to Become Agentive in Her Practice" (EJ1130974); and "Toward a More Dialogic Pedagogy: Changing Teachers' Beliefs and Practices through Professional Development in Language Arts Classrooms" (EJ1130975).] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 27 – Name: DateEntry Label: Entry Date Group: Date Data: 2017 – Name: AN Label: Accession Number Group: ID Data: EJ1130973 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1130973 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09500782.2016.1230126 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 83 Subjects: – SubjectFull: Teaching Methods Type: general – SubjectFull: Multilingualism Type: general – SubjectFull: Faculty Development Type: general – SubjectFull: Cost Effectiveness Type: general – SubjectFull: Epistemology Type: general – SubjectFull: Code Switching (Language) Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: Second Language Instruction Type: general – SubjectFull: Course Content Type: general – SubjectFull: Language of Instruction Type: general – SubjectFull: Learning Processes Type: general Titles: – TitleFull: Commentary on the Papers Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Howe, Christine – PersonEntity: Name: NameFull: Mercer, Neil IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 0950-0782 Numbering: – Type: volume Value: 31 – Type: issue Value: 1 Titles: – TitleFull: Language and Education Type: main |
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