ABSTRACT
Unsurprisingly given its title, the concept of ‘dialogic education’ typically revolves around the patterns of classroom dialogue that are believed to promote positive student outcomes. The patterns have been widely discussed, with several recurrent themes. One such theme stresses a need for open questions rather than closed (e.g. Alexander, 2008; Mercer & Littleton, 2007; Nystrand, Wu, Gamoran, Zeiser, & Long, 2003; O’Connor, Michaels, & Chapin, 2015; Wells & Arauz, 2006). A second theme emphasizes extended contributions, with participants building on or elaborating previous contributions from themselves or others (e.g. Alexander, 2008; Boyd & Markarian, 2011; O’Connor et al., 2015; Rojas-Drummond, Littleton, Hernandez, & Zuniga, 2010; Wells & Arauz, 2006). A further theme highlights the acknowledging, probing, or critiquing of differences, ideally supported with the reasons upon which opinions are based (e.g. Alexander, 2008; Chinn & Anderson, 1998; Howe & Mercer, 2007; Lefstein, 2010; Mercer & Littleton, 2007; Mortimer & Scott, 2003; Osborne, Erduran, Simon, & Monk, 2001; Reznitskaya & Gregory, 2013; Schwarz, 2009; Wilkinson et al., 2017). A fourth theme encompasses explicit links amongst contributions and attempts to co-ordinate (e.g. Alexander, 2008; Kumpulainen & Lipponen, 2010; Mercer & Littleton, 2007; Michaels, O’Connor, & Resnick, 2008; Osborne et al., 2001; Reznitskaya & Gregory, 2013). A fifth relates to the adoption of a meta-cognitive perspective, where participants evaluate their own dialogue against standards of good practice (e.g. Lefstein, 2010; Mercer & Dawes, 2008; Reznitskaya & Gregory, 2013; van der Veen, de Mey, van Kruistum, & van Oers, 2017). Finally, a theme that cuts across those mentioned already is that all participants should contribute to ensuring classroom dialogue displays the supposedly productive patterns, implying high involvement from students as well as teachers (Alexander, 2008; Clarke, Xu, & Wan, 2010; Mercer & Littleton, 2007; Muhonen, Pakarinen, Poikkeus, Lerkkanen, & Rasku-Puttonen, 2018; Nystrand et al., 2003; Richter & Tjosvold, 1980).
