Next Generation Research in Dialogic Learning

This chapter looks briefly at how language, specifically dialogic talk, came to influence theories of learning. It considers a sampling of the evidence on the effects of dialogic teaching and learning. The chapter proposes a range of possible explanations for these effects, from several perspectives. Accountable Talk is named because its critical features fall under three broad dimensions: accountability to reasoning, accountability to knowledge, and accountability to the learning community. Dialogic learning involves a shift in pedagogical thinking from valuing an inert, correctly stated “right answer” to valuing the thinking process, even if this entails considerable struggle. Testing plays an increasingly important role in schools, with two or even three rounds of diagnostic testing, weeks of state test administration, and months spent on test preparation. Finally, the chapter speculates on why dialogic teaching has not become widespread, and suggests next steps for both practice and research.