Talking and listening together in an adult language learning classroom: Classroom conditions that support dialogue

Abstract

In this adult language learning study, we assert the importance of listening and contingent responding in classroom oracy practices, and we maintain that their consistent and respectful use in every day talk lays the groundwork for dialogue. In dialogue learners engage with different ideas and perspectives. We argue that such talk enhances overall learning and communicative competencies, builds bridges to real-world contexts, and creates bonds that reflect our shared human nature. Data are taken from our four-month ethnographic teacher research study of adult language learners (ALL) in an online non-formal US education context. We apply sociocultural discourse analysis to a 21-min Life Awareness Topic (LAT) whole class conversation about life experience and personal situation content. Across levels of analysis we examined a big picture content flow, participant use of two discourse features, and one thread of dialogue. Findings reveal classroom conditions that cultivate a dialogic discourse modality by signaling space for uncertainty and varied ways of thinking. Discourse conditions include: oracy practices featuring consistent use of language of possibility and contingent questioning; learner willingness to share, consider and respectfully question different perspectives; and teacher oracy practices that invite, acknowledge, and mediate rather than function authoritatively. Ultimately, this study contributes to dialogic pedagogy by articulating a “dialogic seascape” that relates the relational foundation of oracy practices to a dialogic discourse modality, and traces how a dialogic discourse modality can open up dialogic space and lead to dialogue. We call for a transformative, dialogic approach to everyday talk in adult language classes.