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- W2248058154 abstract "Supervisory Committee Dr. Ruthanne Tobin, Department of Curriculum and Instruction Supervisor Dr. James Nahachewsky, Department of Curriculum and Instruction Departmental Member The dialogic process used in the classroom is a response to research evidence that supports the use of classroom discourse as a tool for generating new ideas. Foundational and current research is discussed in order to show how acquiring this secondary, dominant discourse is important both for a student’s academic future and for his or her social inclusion. Dialogic practices that enable students and teachers to co-construct meaning are reviewed. The paper also discusses requirements of the British Columbia English Language Arts curriculum where students in Grades 8-12 are expected to use oral language to improve and extend thinking, yet where the purposeful instruction required is often absent. The paper recommends strategies to support the development of student dialogue and listening skills. In this paper I show that there is widespread evidence that a dialogic pedagogical approach introduces, maintains and reinforces critical thinking and metacognition in the secondary classroom." @default.
- W2248058154 created "2016-06-24" @default.
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- W2248058154 date "2014-01-01" @default.
- W2248058154 modified "2023-09-27" @default.
- W2248058154 title "The Dialogic Classroom" @default.
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