This article summaries the following research article: Maine F and Čermáková A (2021) Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms. Learning, Culture and Social Interaction 29: 100500.
Introduction
The features and benefits of dialogic teaching are well researched and recognised. Yet we know relatively little about the nuanced actions that teachers use to enable and support dialogue in the classroom. This study therefore looked at how different teachers put the research on dialogic teaching into action in their contexts.
The research underpinning this summary
The research project presented here is part of a larger project that aimed to foster tolerance, empathy and inclusion through dialogue in the classroom (DIALLS - Dialogue and Argumentation for Cultural Literacy Learning). This project involved the explicit teaching of dialogic skills so children could learn how to engage critically and inclusivel
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