Abstract
The favorable impact of dialogical teaching, can be seen in many fields of education. In this sense it has positive contribution to language studies as well as other disciplines. In language learning which includes reading, writing, speaking and listening, dialogic teaching is also used. Among these skills, speaking stands out as the most basic tool of communication and interaction between teacher-student and student-student in the classroom. Thus, speaking is viewed at the center of language learning. Both in the traditional approach that emphasizes teacher-student interaction to a large extent, and in current approaches that expand this interaction in the direction of student-student communication, the role of this skill cannot be ignored as speech is the most basic and functional means of communication, interaction and expression in classrooms. Therefore, the aim of this study is to determine the issues that online education creates for teachers and learners in terms of dialogic learning and to seek solutions to these problems. The results indicate that most of the participants showed evidence for positive views about dialogic learning and find it a beneficial way of learning. Therefore, it can be suggested that instructors should take dialogic learning into consideration as an effective tool in their classrooms.
Keywords
Dialogical teaching dialogical learning online education speaking communication interaction ELT
References
- Ateş, S., Döğmeci, Y., Güray, E., Gürsoy, F. F. (2016). An Analysis of Speeches of Classroom Inside: Is It Dialogic or Monologic? Ahi Evran University, Journal of Kırşehir Faculty of Education (KEFAD) 17(2), 603-625.
- Akoglu, G., Ergu, C., & Duman, Y. (2014). Dialogic reading: Its effectiveness on receptive and expressive language of children in need of protection. Elementary Education Online, 13(2), 622 639.
- Akyol, H., Yıldırım, K., Seyit, A., & Çetinkaya, Ç. (2013). Anlamaya Yönelik Nasıl Sorular Soruyoruz? Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 41-56.
- Alexander, R. (2008). Culture, dialogue and learning: Notes on an emerging pedagogy. Exploring talk in school, 2008, 91-114.
- Bakhtin, M. M. (1981). The dialogic imagination: Four essays (C. Emerson, Trans., M.Holquist, Ed.). Austin, TX: University of Texas Press.
- Berk, L. E., & Winsler, A. (1995). Scaffolding Children's Learning: Vygotsky and Early Childhood Education. NAEYC Research into Practice Series. Volume 7. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426 (NAEYC catalog# 146).
- Billings, L., & Fitzgerald, J. (2002). Dialogic discussion and the Paideia seminar. American Educational Research Journal, 39(4), 907-941.
- Boyd, M. P., & Markarian, W. C. (2011). Dialogic teaching: Talk in service of a dialogic stance. Language and Education, 25(6), 515-534.
- Burbules, N. C. (1993). Dialogue in teaching: Theory and practice. Teachers College Press. Cazden, C. B. (2001). The language of teaching and learning. The language of teaching and learning, 2.
- Fisher, R. (2007). Dialogic teaching: Developing thinking and metacognition through philosophical discussion. Early Child Development and Care, 177(6-7), 615-631.
- Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum International Publishing Group, Inc.
- Haworth, A. (1999). Bakhtin in the classroom: What constitutes a dialogic text? Some lessons from small group interaction. Language and Education, 13(2), 99-117.
- Howe, C., & Abedin, M. (2013). Classroom dialogue: A systematic review across four decades of research. Cambridge journal of education, 43(3), 325-356.
- Lonigan, C. J., & Whitehurst, G. J. (1998). Examination of the relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13, 263–290.
- Mercer, N. (2000). Words and Minds: How We Use Language to Think Together. London: Routledge. http://dx.doi.org/10.4324/9780203464984 Mercer, N., & Littleton, K. (2007). Dialogue and the development of children's thinking: A sociocultural approach. Routledge.
- Morgan, P. L., & Meier, C. R. (2008). Dialogic reading's potential to improve children's emergent literacy skills and behavior. Preventing school failure: alternative education for children and youth, 52(4), 11-16.
- Mortimer, E., & Scott, P. (2003). Meaning Making In Secondary Science Classroomsaa. McGraw-Hill Education (UK).
- Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. A. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse processes, 35(2), 135-198.
- Opel, A., Ameer, S. S., & Aboud, F. E. (2009). The effect of preschool dialogic readingon vocabulary among rural Bangladeshi children. International Journal of Educational Research. 48 (2009), 12-20.
- Reznitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The reading teacher, 65(7), 446-456.
- Reznitskaya, A., Kuo, L. J., Clark, A. M., Miller, B., Jadallah, M., Anderson, R. C., & Nguyen‐Jahiel, K. (2009). Collaborative reasoning: A dialogic approach to group discussions. Cambridge journal of education, 39(1), 29-48.
- Reznitskaya, A., & Gregory, M. (2013). Student thought and classroom language: Examining the mechanisms of change in dialogic teaching. Educational Psychologist, 48(2), 114- 133.
- Rodrigez, I.S. (2013). The effects of trained teachers’ ıntegration of dialogic reading discourse on hispanic english language learners’ literacy skills in kindergarten. Unpublished Doctoral Dissertation, Florida International University, Miami, Florida.
- Sandora, C., Beck, I., & Mckeown, M. (1999). A Comparison of Two Discussion Strategies on Students' Comprehension and Interpretation of Complex Literature. Reading Psychology, 20(3), 177-212.
- Simsek, Z. C., & Işıkoğlu Erdoğan, N. (2020). Comparing the effects of different book reading techniques on young children’s language development. Reading and Writing, 34, 817-839.
- Slavin, R. E. (2015). Cooperative learning in elementary schools. Education 3-13, 43(1), 5- 14.
- Smith, F., Hardman, F., Wall, K., & Mroz, M. (2004). Interactive whole class teaching in the National Literacy and Numercy Strategies. British educational research journal, 30(3), 395-411.
- Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
- Wells, C. G. (1999). Dialogic inquiry (pp. 137-41). Cambridge: Cambridge University.
- Zayed, J. (2016). Dialogic Teaching to Improve Students' Learning: A Discussion with Reference to Teacher Education in KSA. Online Submission.
- Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. En A. van Kleeck, S. A. Stahl, & E. B. Bauer, On reading books to children: Parents and teachers (p. 177-200). Mahwah, NJ: Lawrence Erlbaum Associates.
Abstract
Diyalojik öğretimin olumlu etkileri, eğitimin birçok alanında görülebilir. Bu anlamda diğer disiplinlere olduğu gibi dil çalışmalarına da olumlu katkıları vardır. Okuma, yazma, konuşma ve dinlemeyi içeren dil öğreniminde diyalojik öğretim de kullanılmaktadır. Bu beceriler arasında konuşma, sınıfta öğretmen-öğrenci ve öğrenci-öğrenci arasındaki iletişim ve etkileşimin en temel aracı olarak öne çıkmaktadır. Bu nedenle konuşma, dil öğreniminin merkezinde görülmektedir. Hem öğretmen-öğrenci etkileşimini büyük ölçüde vurgulayan geleneksel yaklaşımda hem de bu etkileşimi öğrenci-öğrenci iletişimi doğrultusunda genişleten güncel yaklaşımlarda konuşma en temel ve işlevsel araç olduğu için bu becerinin rolü göz ardı edilemez. Dolayısıyla bu çalışmanın amacı, çevrimiçi eğitimin diyalojik öğrenme açısından öğretmenler ve öğrenenler için yarattığı sorunları belirlemek ve bu sorunlara çözüm aramaktır. Sonuçlar, katılımcıların çoğunun diyalojik öğrenme hakkında olumlu görüşler gösterdiğini ve bunu faydalı bir öğrenme yolu bulduğunu göstermektedir. Bu nedenle öğretim elemanlarının sınıflarında etkili bir araç olarak diyalojik öğrenmeyi dikkate almaları önerilebilir.
Keywords
Diyalojik öğretim diyalojik öğrenme çevrimiçi eğitim konuşma iletişim etkileşim İngilizce Öğretimi
References
- Ateş, S., Döğmeci, Y., Güray, E., Gürsoy, F. F. (2016). An Analysis of Speeches of Classroom Inside: Is It Dialogic or Monologic? Ahi Evran University, Journal of Kırşehir Faculty of Education (KEFAD) 17(2), 603-625.
- Akoglu, G., Ergu, C., & Duman, Y. (2014). Dialogic reading: Its effectiveness on receptive and expressive language of children in need of protection. Elementary Education Online, 13(2), 622 639.
- Akyol, H., Yıldırım, K., Seyit, A., & Çetinkaya, Ç. (2013). Anlamaya Yönelik Nasıl Sorular Soruyoruz? Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 41-56.
- Alexander, R. (2008). Culture, dialogue and learning: Notes on an emerging pedagogy. Exploring talk in school, 2008, 91-114.
- Bakhtin, M. M. (1981). The dialogic imagination: Four essays (C. Emerson, Trans., M.Holquist, Ed.). Austin, TX: University of Texas Press.
- Berk, L. E., & Winsler, A. (1995). Scaffolding Children's Learning: Vygotsky and Early Childhood Education. NAEYC Research into Practice Series. Volume 7. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426 (NAEYC catalog# 146).
- Billings, L., & Fitzgerald, J. (2002). Dialogic discussion and the Paideia seminar. American Educational Research Journal, 39(4), 907-941.
- Boyd, M. P., & Markarian, W. C. (2011). Dialogic teaching: Talk in service of a dialogic stance. Language and Education, 25(6), 515-534.
- Burbules, N. C. (1993). Dialogue in teaching: Theory and practice. Teachers College Press. Cazden, C. B. (2001). The language of teaching and learning. The language of teaching and learning, 2.
- Fisher, R. (2007). Dialogic teaching: Developing thinking and metacognition through philosophical discussion. Early Child Development and Care, 177(6-7), 615-631.
- Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum International Publishing Group, Inc.
- Haworth, A. (1999). Bakhtin in the classroom: What constitutes a dialogic text? Some lessons from small group interaction. Language and Education, 13(2), 99-117.
- Howe, C., & Abedin, M. (2013). Classroom dialogue: A systematic review across four decades of research. Cambridge journal of education, 43(3), 325-356.
- Lonigan, C. J., & Whitehurst, G. J. (1998). Examination of the relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13, 263–290.
- Mercer, N. (2000). Words and Minds: How We Use Language to Think Together. London: Routledge. http://dx.doi.org/10.4324/9780203464984 Mercer, N., & Littleton, K. (2007). Dialogue and the development of children's thinking: A sociocultural approach. Routledge.
- Morgan, P. L., & Meier, C. R. (2008). Dialogic reading's potential to improve children's emergent literacy skills and behavior. Preventing school failure: alternative education for children and youth, 52(4), 11-16.
- Mortimer, E., & Scott, P. (2003). Meaning Making In Secondary Science Classroomsaa. McGraw-Hill Education (UK).
- Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. A. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse processes, 35(2), 135-198.
- Opel, A., Ameer, S. S., & Aboud, F. E. (2009). The effect of preschool dialogic readingon vocabulary among rural Bangladeshi children. International Journal of Educational Research. 48 (2009), 12-20.
- Reznitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The reading teacher, 65(7), 446-456.
- Reznitskaya, A., Kuo, L. J., Clark, A. M., Miller, B., Jadallah, M., Anderson, R. C., & Nguyen‐Jahiel, K. (2009). Collaborative reasoning: A dialogic approach to group discussions. Cambridge journal of education, 39(1), 29-48.
- Reznitskaya, A., & Gregory, M. (2013). Student thought and classroom language: Examining the mechanisms of change in dialogic teaching. Educational Psychologist, 48(2), 114- 133.
- Rodrigez, I.S. (2013). The effects of trained teachers’ ıntegration of dialogic reading discourse on hispanic english language learners’ literacy skills in kindergarten. Unpublished Doctoral Dissertation, Florida International University, Miami, Florida.
- Sandora, C., Beck, I., & Mckeown, M. (1999). A Comparison of Two Discussion Strategies on Students' Comprehension and Interpretation of Complex Literature. Reading Psychology, 20(3), 177-212.
- Simsek, Z. C., & Işıkoğlu Erdoğan, N. (2020). Comparing the effects of different book reading techniques on young children’s language development. Reading and Writing, 34, 817-839.
- Slavin, R. E. (2015). Cooperative learning in elementary schools. Education 3-13, 43(1), 5- 14.
- Smith, F., Hardman, F., Wall, K., & Mroz, M. (2004). Interactive whole class teaching in the National Literacy and Numercy Strategies. British educational research journal, 30(3), 395-411.
- Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
- Wells, C. G. (1999). Dialogic inquiry (pp. 137-41). Cambridge: Cambridge University.
- Zayed, J. (2016). Dialogic Teaching to Improve Students' Learning: A Discussion with Reference to Teacher Education in KSA. Online Submission.
- Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. En A. van Kleeck, S. A. Stahl, & E. B. Bauer, On reading books to children: Parents and teachers (p. 177-200). Mahwah, NJ: Lawrence Erlbaum Associates.
Details
| Primary Language | English |
|---|---|
| Subjects | Language Studies (Other) |
| Journal Section | Research Article |
| Authors | |
| Publication Date | December 30, 2021 |
| Published in Issue | Year 2021 Volume: 9 Issue: 4 |
