Transference of Dialogic Forms of Classroom Organization to Culturally and Linguistically Diverse Schools in Europe

• In Event: Moscone Center North Roundtable Session 1
  In Roundtable Session: Global and Local Dialectics: Reimagining Learning and Learners in Transnational Contexts

Abstract

There is increasing evidence on the improvements of dialogic classrooms such as Interactive Groups (IG) and Dialogic Literary Gatherings (DLG), which contribute to developing academic outcomes, social skills and values in schools across Europe and South America. However, their implementation in new contexts has been understudied. This paper explores the transference and improvements of IG and DLG to diverse schools in the UK, Malta, Italy, Cyprus and Spain through the EU-funded Step4Seas project. Through the communicative methodology, classroom observations and interviews to students, teachers, principles and family members from each school have been conducted. Results show improvements in group work, solidarity and friendship, language skills’ development, promotion of critical thinking and reduction in the number of conflicts.

Authors

• Garazi Lopez de Aguileta, University of Wisconsin - Madison

• Rocio Garcia-Carrion, University of Deusto

• Nerea Gutierrez, University of Deusto