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June 21, 2026English in Education

Exploring dialogic teaching of GCSE English Literature within increasingly regulated school environments

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Authors

AHAlannah Marie HalayWycliffe College

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Implication

Practice-led account explores dialogic teaching's challenges in England's regulated school settings, indicating constraints on interpretation.

Key Points

  • The study aims to understand how regulated environments affect dialogic pedagogy in teaching GCSE English Literature.
  • Autoethnographic account of teaching practices
  • Examination of classroom episodes and institutional influences
  • Focus on seating arrangements and themes in Romeo and Juliet
  • Classroom conditions significantly impact students' willingness to engage critically with texts.
  • Institutional norms create constraints on the interpretation of literature.
  • Teaching strategies that adapt to regulatory pressures can facilitate dialogic engagement.

Cite This Study

Alannah Marie Halay (2026) studied this question.

synapsesocial.com/papers/6a377f3a24f042ddf4c59ef1https://doi.org/10.1080/04250494.2026.2689399
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