Promoting collaborative dialogue in the immersion classroom

From the theoretical perspective of a sociocultural theory of mind, cognition and knowledge are dialogically constructed. Embedded in this theoretical framework, this chapter reviews research studies in which peer-peer dialogue is linked to second language learning as students engage in writing, speaking, listening and reading activities. The review takes the stance that the type of dialogue of particular significance in the language learning process is collaborative dialogue, or that which occurs when learners encounter linguistic problems and attempt to solve them together. In such conditions language is used both as a communicative and cognitive tool. From the studies reviewed, we conclude that peer-peer collaborative dialogue mediates second language learning. We also conclude that although the studies reported few adverse effects of peer collaboration, teaching learners how and why to collaborate may be important to enhance peer-mediated learning. The chapter calls for more research which provides clear evidence of the connections between peer-peer dialogue and second language learning and more studies which investigate longer term learning. Such studies linking peer-peer dialogue to language learning can be instructive for teachers, researchers, and learners, and make us all more aware of the process of learning a second language.

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Kindergarteners’ perceptions of belonging and inclusion in a two-way immersion classroom

International Journal of Inclusive Education ◽

10.1080/13603116.2021.1938714 ◽

2021 ◽

pp. 1-21

Author(s):

Erin Feinauer Whiting ◽

Erika Feinauer ◽

Sionelle Nicole Beller ◽

Elizabeth R. Howard

Keyword(s):

Two Way Immersion ◽

Immersion Classroom

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Detained – what's my choice? Part 1: Discussion

Advances in Psychiatric Treatment ◽

10.1192/apt.bp.107.003533 ◽

2008 ◽

Vol 14 (3) ◽

pp. 172-180 ◽

Cited By ~ 28

Author(s):

Glenn Roberts ◽

Eluned Dorkins ◽

James Wooldridge ◽

Elaine Hewis

Keyword(s):

Mental Health ◽

Personal Experience ◽

Social Inclusion ◽

Mental Health Problems ◽

Personal Responsibility ◽

Health Problems ◽

Psychiatric Services ◽

Psychiatric Practice ◽

Personal Recovery ◽

Collaborative Dialogue

Choice, responsibility, recovery and social inclusion are concepts guiding the ‘modernisation’ and redesign of psychiatric services. Each has its advocates and detractors, and at the deep end of mental health/psychiatric practice they all interact. In the context of severe mental health problems choice and social inclusion are often deeply compromised; they are additionally difficult to access when someone is detained and significant aspects of personal responsibility have been temporarily taken over by others. One view is that you cannot recover while others are in control. We disagree and believe that it is possible to work in a recovery-oriented way in all service settings. This series of articles represents a collaborative dialogue between providers and consumers of compulsory psychiatric services and expert commentators. We worked together, reflecting on the literature and our own professional and personal experience to better understand how choice can be worked with as a support for personal recovery even in circumstances of psychiatric detention. We were particularly interested to consider whether and how detention and compulsion could be routes to personal recovery. We offer both the process of our co-working and our specific findings as part of a continuing dialogue on these difficult issues.

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Do photographs, older adults’ narratives and collaborative dialogue foster anticipatory reflection (“preflection”) in medical students?

BMC Medical Education ◽

10.1186/s12909-016-0802-2 ◽

2016 ◽

Vol 16 (1) ◽

Cited By ~ 9

Author(s):

Gabrielle Brand ◽

Ashlee Osborne ◽

Mark Carroll ◽

Sandra E. Carr ◽

Christopher Etherton-Beer

Keyword(s):

Older Adults ◽

Medical Students ◽

Collaborative Dialogue

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Text-based peer–peer collaborative dialogue in a computer-mediated learning environment in the EFL context

System ◽

10.1016/j.system.2009.01.003 ◽

2009 ◽

Vol 37 (3) ◽

pp. 434-446 ◽

Cited By ~ 47

Author(s):

Gang Zeng ◽

Shigenobu Takatsuka

Keyword(s):

Learning Environment ◽

Mediated Learning ◽

Collaborative Dialogue ◽

Efl Context ◽

Computer Mediated

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Collaborative dialogue: opportunities and challenges in vocabulary acquisition and retention of threshold EFL learners

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2017-0175 ◽

2020 ◽

Vol 58 (2) ◽

pp. 133-160

Author(s):

Moussa Ahmadian ◽

Azar Tajabadi

Keyword(s):

Problem Solving ◽

Foreign Language ◽

Vocabulary Acquisition ◽

Knowledge Building ◽

Convincing Evidence ◽

Collaborative Dialogue ◽

Efl Learners ◽

Joint Problem ◽

Interactionist Perspective ◽

Joint Problem Solving

AbstractBelonging to the interactionist perspective, the collaborative dialogue is a technique which engages learners in joint problem-solving and knowledge building. With the aim of investigating the link between this technique and vocabulary acquisition and retention, this study was conducted with 18 threshold English as a Foreign Language (EFL) learners who were randomly chosen and put in 6 groups. They were given 6 lexical-focused tasks to be completed collaboratively and their interaction was audio-recorded. The instances of lexical-based language-related episodes (LREs) were identified in the transcribed dialogues and their outcomes were coded as “correctly resolved”, “incorrectly resolved”, and “unresolved”. The frequency of the LREs was computed; it was found that the learners were able to solve the lexical problems they encountered to a very large extent. Furthermore, the analysis of LREs and the comparison of posttest and delayed posttest scores provided convincing evidence of a link between the outcomes of LREs and the learners’ vocabulary acquisition and retention, suggesting that “correctly resolved” LREs resulted in learning and retaining the target words, while “unresolved” LREs led to non-significant learning and “incorrectly resolved” LREs led to learning the wrong meaning of the vocabulary items. The findings along with the opportunities and challenges of collaborative dialogue are discussed and possible implications for language teaching are explained.

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