Dialogic Exploration of Linguistic Choice: Talking About Written Texts

• In Event: The Role of Texts in Dialogic Teaching

Abstract

Objectives
The rich body of research on dialogic, exploratory talk points to its significance in developing and securing student learning (Alexander, 2018; Gillies, 2016; O'Connor & Michaels, 2007; Reznitskaya et al., 2009). However, there remains a dearth of research which considers the role of dialogic talk in the teaching and learning of writing, and particularly its role in supporting developing writers’ metalinguistic understanding of how linguistic choices shape meaning in written texts. This presentation will examine teachers’ management of metatalk, a particular form of dialogic talk directed towards the articulation of linguistic choice in written texts.

Perspective(s)
Recently, our research has been examining the role of talk in supporting developing writers’ metalinguistic understanding of how linguistic choices shape meaning in written texts, drawing on Hallidayan functional theory of language. We have appropriated from L2 the concept of ‘metatalk’, and redefined it to refer to the verbalization of metalinguistic thinking about choices in writing, and have found it is critical in enabling the transfer of learning about grammatical choice into students’ own writing (Author, 2016; 2019). This metatalk needs to be dialogic as the goal is to open up the individual writer’s capacity to make linguistic choices, not to teach normative patterns of language choice.

Methods, techniques, or modes of inquiry
This presentation draws on data from a larger study which comprised a randomised controlled trial and its process evaluation. The trial, conducted with 155 schools throughout England, sought to determine the efficacy of teaching grammar with a functional orientation in the context of the writing classroom. The participating teachers were trained and taught two units of work, narrative and persuasive argument, which adopted a functional orientation.

Data sources, evidence, objects, or materials
The data presented here is from the process evaluation. Lesson observations of the teaching of fictional narrative unit were conducted: the lessons were audio-recorded and professionally transcribed. Each lesson was approximately one hour long, and 17 lessons from 17 teachers in different schools were observed. The research focus informing the data capture was the nature of the metatalk evident in these classrooms.

Results and/or substantiated conclusions or warrants for arguments/point of view
The analysis shows that teachers adopt both monologic and dialogic discourse patterns within lessons, and that confidence in orchestrating metatalk which focuses on linguistic choice may not yet be secure. There was evidence of effective metatalk where teachers opened up, extended and built students’ learning through sequences of talk; but there was also evidence of closed discussion, missed opportunities to explore choice and the impact of high-stakes assessment.

Scientific or scholarly significance of the study or work
The findings are significant in suggesting that it may be more constructive to think less about binaries of monologic and dialogic, and more about talk repertoires, directing greater attention to supporting teachers in building their talk repertoires so they gain confidence with cumulative talk and with enabling meta-level change in learning.

Author

• Debra Ann Myhill, University of Exeter