“When Anybody Speaks, We All Need to Be Involved”: Classroom Conditions That Support Dialogic Space

• In Event: Opening and Sustaining Dialogic Space of Possibilities: Examining Talk in and Across International Classrooms

Abstract

Objectives
We explore dialogic space - where differences are created and explored with “uncertainty, multiplicity and potential” (Cook et al., 2019) in a classroom where a teacher mindfully worked to support classroom conditions where dialogic space might thrive.
How do we hear others and make ourselves heard? How do we take in what other people are saying and have it affect our thinking? (Second-grade teacher-Rachele)
We show ways shared commitment to a dialogic discourse modality is characterized by particular language practices that instantiate mutually respectful and responsive discourse conditions (Moate & Vass, 2023).
Conceptual/methodological framework
Dialogic space is a shared metaphorical space of possibilities where students try out ideas, listen to and build on each other, are open to hearing others and to a possible deepening and widening of their perspectives (Wegerif, 2007, 2017). It is too rarely present in our classrooms. This study investigates a classroom community where it is present.
We heed Wegerif’s (2017) caution to not only examine what is visible and measureable about dialogic space. Therefore, our sociocultural discourse analysis 1) examines how response-able talk and language of possibility work together and across time to manage and encourage commitment to a dialogic discourse modality and 2) elucidates shared classroom community value orientations of tolerance, empathy, and inclusion (Maine & Vrikki, 2021) that make it more likely students will enter and participate in that dialogic space of uncertainty, multiplicity and potential.
Methods
Data are part of a two-year ethnographic case study (140 hours of classroom talk) in a diverse, urban second-grade classroom in western New York. We provide context for, and then closely examine, an intact 10-minute whole-class lesson.
Analysis
We elucidate ways two related discourse practices - response-able talk practices and language of possibility – signal a dialogic discourse modality that supports exploration of differences in ways that can deepen and widen our understandings. We show ways these practices manifest dialogic classroom value-orientations.
Response-able Talk Practices are recurring interactional patterns which signal active listening by being responsive to student needs and contributions and responsible as they slide in what is needed to support learning. The type of talk pattern is less important than the degree to which the talk functions contingently, nurtures joint purposes, and cultivates exploratory contributions (Author 1).
Language of Possibility (LoP) includes recurring use of speculation cues, links to reasoning, and pressing for reasoning (see Author 1). In this paper we add words of frequency. Together this language signals there are many possible answers and space for possibilities.
Findings
Findings detail occurrence of response-able talk and language of possibility discourse markers across this lesson, and document the complexity of the work teacher-Rachele undertook to nurture active participation that signaled listening, and acknowledging and building on ideas. Findings show how students took up response-able and language of possibility practices as they explored their ideas and built on the ideas of others.
Significance
This classroom-based study examines the language supporting and deep characteristics of classroom community underpinning local discourse conditions where dialogic space might thrive.

Authors

• Maureen P. Boyd, University at Buffalo - SUNY

• Christopher R. Vasquez, Buffalo Public Schools

• Cara Monaco, University at Buffalo - SUNY