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Expanding the Dialogic Possibilities in Literature Classrooms: The Case of Interpretive Dialogue

Expanding the Dialogic Possibilities in Literature Classrooms: The Case of Interpretive Dialogue

Christos Tsolakis, Maria Mamoura, Evangelia Frydaki
Copyright: © 2023 |Pages: 25
ISBN13: 9781668460207|ISBN10: 1668460203|ISBN13 Softcover: 9781668460245|EISBN13: 9781668460214
DOI: 10.4018/978-1-6684-6020-7.ch015
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MLA

Tsolakis, Christos, et al. "Expanding the Dialogic Possibilities in Literature Classrooms: The Case of Interpretive Dialogue." New Approaches to the Investigation of Language Teaching and Literature, edited by Aitor Garcés-Manzanera and María Encarnacion Carrillo García, IGI Global, 2023, pp. 265-289. https://doi.org/10.4018/978-1-6684-6020-7.ch015

APA

Tsolakis, C., Mamoura, M., & Frydaki, E. (2023). Expanding the Dialogic Possibilities in Literature Classrooms: The Case of Interpretive Dialogue. In A. Garcés-Manzanera & M. Carrillo García (Eds.), New Approaches to the Investigation of Language Teaching and Literature (pp. 265-289). IGI Global. https://doi.org/10.4018/978-1-6684-6020-7.ch015

Chicago

Tsolakis, Christos, Maria Mamoura, and Evangelia Frydaki. "Expanding the Dialogic Possibilities in Literature Classrooms: The Case of Interpretive Dialogue." In New Approaches to the Investigation of Language Teaching and Literature, edited by Aitor Garcés-Manzanera and María Encarnacion Carrillo García, 265-289. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6020-7.ch015

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Abstract

The aim of the present study is to explore the core dialogic mechanisms in literature classroom discourse. Through these mechanisms, dialogicality is guided by a new proposed framework of interpretive dialogue. These mechanisms are explored in the micro (SEDA framework) and meso-levels (microtransitions between dialogic subjects) of discourse of a two 2-hour classroom talk, where the method of interpretive dialogue is being implemented. The dialogic parameters of the linguistic expressions in interpretive dialogue (i.e., the utterance and the factors that define it) were also considered. Main results show that interpretive dialogue presupposes an initial strong point of contact between the classroom and the equivocal parts of the text. This asymmetrical contact will form the basis of the main dialogue to come. From that point on, teacher's topic control fades with the world of the text being only the point of departure of student's responsive interpretative acts.

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