English Language Development

Figure 7.9. Overview of Dialogic Instruction

Overview of Dialogic Instruction

Chief characteristics Multidirectional talk; questions used to explore issues or ideas

Primary benefit(s) • Depth—A few topics opened to students for analysis via

multiple perspectives

• Higher achievement in literacy tasks (Nystrand 1997)

Primary drawback Time; students need instruction in technique

Purposes for use • To support thinking with evidence

• To build a reasoned understanding of a topic


• To consider alternative viewpoints concurrently


• To develop speaking and listening abilities

Teacher role(s) Supporter of student thinking and facilitator of learning

Appropriate student role Listens, responds, and asks questions of peers and the

teacher; considers multiple points of view

Source

Adler, Mary, and Eija Rougle. 2005. Building Literacy Through Classroom Discussion: Research-Based Strategies for

Developing Critical Readers and Thoughtful Writers in Middle School, 27. New York: Scholastic.

To promote meaningful dialogue, the teacher acts as a skilled facilitator by posing open-ended
questions, acknowledging students’ contributions, probing for deeper thinking, building on students’
responses, asking for evidence, clarifying or explaining, staying silent, and more. Adler and Rougle
(2005, 108) describe three levels on which teachers operate at any one time during discussions:

... first, helping participants to learn appropriate ways to discuss, listen, and participate;
second, developing student understandings about the text in deeper ways; and third,
guiding the conversation so that comments build upon one another and collectively
produce deeper thinking than any one individual could on his or her own.

Although the teacher orchestrates discussion as it

occurs, planning is still an essential element of a successful

discussion. Rereading the text, identifying crucial ideas or

themes, considering language features for attention, and

crafting open-ended, text-dependent questions are all steps

in planning a meaningful discussion. Teachers also plan for

students to participate in a range of collaborative discussions

over the course of a week or unit, including discussions

that are not teacher-led. Students who experience effective

discussions and who are guided to reflect on their salient

features, however, are better positioned to translate those

experiences into successful student-led discussions.

Engaging students in meaningful discussions about text

and content is a critical skill for all students, but particularly

for ELs and students experiencing difficulty with reading.

To promote meaningful

dialogue, the teacher acts

as a skilled facilitator by

posing open-ended questions,

acknowledging students’

contributions, probing for

deeper thinking, building on

students’ responses, asking

for evidence, clarifying or

explaining, staying silent, and

more.

692 | Chapter 7 Grades 9 to 12