Taking Risks, Negotiating Relationships: One Teacher’s Transition toward a Dialogic Classroom

Research in the Teaching of English Nov 2001

Taking Risks, Negotiating Relationships: One Teacher’s Transition toward a Dialogic Classroom

Julie Nelson Christoph University of Wisconsin–Madison ; Martin Nystrand University of Wisconsin–Madison

Abstract

This study investigated a low-achieving class that featured regular discussions to gain insight into how dialogically organized instruction emerged within the context of a traditional recitation instructional setting, further complicated by settings of poverty and linguistic diversity. Dialogic discourse can happen when teachers are adept at linking and at enabling links between academic objectives and student concerns.

Journal: Research in the Teaching of English
Published: 2001-11-01
DOI: 10.58680/rte20011745
Open Access: Closed
Topics: translingualism

Citation Context

Cited by in this index (1)

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Written Communication

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