Abstract
The features of dialogic classrooms are well researched and theorised, yet the nuanced actions of dialogic teachers as they enable such a context are less well defined. This study takes a linguistic ethnographic approach to unpack the subtle differences in approach that three teachers take in their primary classrooms.
The study is uniquely positioned in that all teachers were part of a larger project where they engaged in a series of lessons promoting dialogic interactions and discussions that aimed to foster tolerance empathy and inclusion. As such they followed the same lesson plan - though each took the discussion in a different direction.
Results find that analysis at macro and micro level, drawing on linguistic ethnographic methodology, in addition to well-established modes of dialogic analysis, highlighted the importance of seemingly minor discourse features that had significant impact on the resulting responses from children. Additionally, in all classes a common ethos of community and shared commitment to learning goals, norms for classroom discussion, and an affective convergence of social cohesion was apparent.