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Dialogic stance in higher education seminars

Heron, Marion (2017) Dialogic stance in higher education seminars Language & Education, 32 (2). pp. 112-126.

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Abstract

This study explored factors which influence the dialogic interaction in seminar events. Leftsein and Snell’s (2013) multi-dimensional conceptualisation of dialogue was used to examine how university tutors valued dialogic interaction in higher education seminars. Values were evidenced in tutors’ stimulated recall interviews based on reflections of their seminar practice. As would be expected, the reflective accounts revealed different orientations towards dialogue. However, accounts also revealed how tutors managed dialogic tensions between values, contextual constraints and disciplinary aims. This paper highlights the affordances of data-led tutor reflection on classroom practice as an effective way to raise awareness of talk in seminars and ultimately engage higher education teachers in talking about talk.

Item Type: Article
Divisions : Department of Higher Education
Authors :
NameEmailORCID
Heron, Marionm.heron@surrey.ac.uk
Date : 22 December 2017
Identification Number : 10.1080/09500782.2017.1417425
Copyright Disclaimer : This is an Accepted Manuscript of an article published by Taylor & Francis in Language & Education on 22 December 2017, available online: http://www.tandfonline.com/10.1080/09500782.2017.1417425
Uncontrolled Keywords : : seminar; classroom talk; dialogic interaction; dialogic tensions; disciplinary differences
Depositing User : Melanie Hughes
Date Deposited : 15 Dec 2017 12:25
Last Modified : 20 Mar 2018 12:28
URI: http://epubs.surrey.ac.uk/id/eprint/845302

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