title: The Dialogic Classroom
abstract: The Dialogic Classroom is a response to research in recent decades that has produced evidence to support the use of classroom discourse as a tool for generating new ideas. Foundational and current research is discussed in order to show how acquiring this secondary, dominant discourse is important both for a student’s academic future and for his or her social inclusion. Dialogic practices that enable students and teachers to co-construct meaning are reviewed. The paper also discusses the requirem
journal: UVic’s Research and Learning Repository (University of Victoria)