Dialogic Pedagogy at Scale: Oblique Perspectives

Abstract

Much of the rest of the book responds, albeit not explicitly, to Cazden’s and Mehan’s evidential challenge, to the extent that its cumulative thesis can be characterised thus. First, provided that it is authentically conceived and effectively fostered, the kinds of classroom talk examined here ‐ dialogic, deliberative, argumentative, exploratory, reciprocal, accountable (to pluck but six typical terms from the book’s linguistic lexicon) - provide tools for student engagement, learning and cognitive advancement of unique and undeniable power. In short ‐ to add a triumphant seventh - such talk is academically productive. Second, the resulting cognitive and communicative gains transfer convincingly from one curriculum domain to another, and offer larger benefits for social cohesion, cultural engagement and democratic vitality. Third, the evidence available to support these claims is increasingly of a kind that should make even hardened sceptics take notice, especially those policymakers and functionaries whose vision of schooling rises no higher than how well students perform in standardised tests and how unquestioningly their teachers comply with what the common core ordains. To them this book confidently proclaims: high quality classroom talk raises educational standards, both those that can be tested and those for which more sophisticated forms of assessment are required. Yet contributors also acknowledge that talk of the kind advocated here remains rarer than it should be or…