Monologic? Dialogic? A Micro-Analysis of Classroom Discussion Surrounding English Language Arts Argument Writing

• In Event: Sheraton Roundtable Session 19
  In Roundtable Session: Problematizing Classroom Dialogue, Student Writing, and Discussion

Abstract

Argument writing is upheld by the Common Core State Standards as a key priority. One effective way to support students’ argumentation is through to dialogic discussion. Due to limited research on dialogic discussion in elementary English language arts classrooms, it is unclear how prevalent dialogic discourse is in elementary English language arts classrooms.

In the current study, I provide a context-specific, microanalytic examination of instructional interactions within an argument writing unit. Data are from a yearlong ethnography including daily instructional observations and frequent interviews with the students, teacher, and principal. Through discourse analysis, I found that the few interactions with dialogic characteristics offered tremendous promise of demonstrating the social-interactive nature of argumentation and igniting students’ desire to engage with inquiry.

Author

• Jane Y. Choi, Mathematica Policy Research, Inc