28 April - 9 May: Article Discussion: Engaging learners: conversation- or dialogic-driven pedagogy? ELT Journal, 68/1: 1-11
Dates: 28 April - 9 May
Moderator: Philip Chappell, Macquarie University, Australia
Link to article: http://eltj.oxfordjournals.org/content/68/1/1.full.html?etoc
Link to video: http://www.youtube.com/watch?v=AYLt-wb7PEY&list=UUJg43fASYmwa-pLlMQITVnw&feature=c4-overview
The research reported in this article was undertaken in a response to claims that Dogme ELT/Teaching Unplugged does not have any empirical research which its proponents can use to support their claims. It focuses on one of the main claims and "buzzwords" of Teaching Unplugged enthusiasts, namely, that it is "conversation-driven". While reviewing the published literature, online discussions, and numerous blogs that have hosted discussions or debates around Unplugged Teaching, I became concerned that the term was being used by different people to mean different things, and it was unclear what role spontaneous talk was actually playing in the teaching/learning process in unplugged lessons. Therefore, I developed a guiding question to focus my research, namely, "If Dogme ELT is driven by conversation, yet natural conversation is not usually possible in the classroom, what kind of talk could best support its aims?"
Philip Chappell is a Lecturer in the Linguistics Department at Macquarie University, Australia, where he convenes the Postgraduate Certificate of TESOL. His research interests are in classroom talk, sociocultural approaches to teacher cognition, dialogic pedagogy, and professional learning for English language teachers. He is currently working on a book on interaction and pedagogic discourse in the classroom, due to be published in late 2014. He supervises research students at the Masters and Doctoral levels in TESOL-related areas. He is Editor of the English Australia Journal and actively supports ELT in Australia and the world. @TESOLatMQ (Twitter)
Welcome to IATEFL ReSIG blog!