Taking Risks, Negotiating Relationships: One Teacher’s Transition toward a Dialogic Classroom

This is the authors' abstract. We don't add key points for this paper.

This study investigated a low-achieving class that featured regular discussions to gain insight into how dialogically organized instruction emerged within the context of a traditional recitation instructional setting, further complicated by settings of poverty and linguistic diversity. Dialogic discourse can happen when teachers are adept at linking and at enabling links between academic objectives and student concerns.