Learning in Dialogue: An Exploration of Talk in an English Classroom

ABSTRACT

This essay explores the role of talk within the English classroom. Classroom talk (in its various forms) is not simply a method for sharing fixed systems of knowledge or information; it is the most useful mechanism for giving learners the space to develop new meanings and new ways of thinking about their surroundings. As soon as learners are offered the space to make meaning through talk – in productive dialogue with those around – they are provided, not only with an opportunity to explore their ideas, but also with a chance to actively represent and reflect on their place within the wider world. For this essay, I draw on my experiences of teaching a small class of 14- and 15-year-olds and their work on An Inspector Calls.

KEYWORDS:

• Talk
• dialogue
• knowledge
• English
• learning
• pedagogy

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Names of pupils have been changed to culturally appropriate pseudonyms throughout.

2. With the relegation of spoken language in the most recent National Curriculum, I was especially keen to make space for talk within the classroom. Highlighting the absence of ‘spoken language’ within the wider learning environment, Liz Hillier writes on this issue: ‘Coincidently, as well as the proposed date for the removal of speaking and listening from the English and English Language GSCE, in September of 2014, the new statutory KS3 English Programmes of Study were also implemented … [It is] quite clear that speaking and listening has been relegated in its academic standing. Even though “Spoken Language” and its importance is acknowledged in the opening to the 2014 English KS3 Programme of Study, in terms of the “Subject Content” to be delivered by teachers, it now ranks below reading, writing, grammar and vocabulary and rests at the end of the final page.’ (Hillier 2017, 79).

3. Given Yusuf’s previous comment about the character of Mr Birling, I felt that it would be interesting to place him in this role.

Additional information

Notes on contributors

Sarah Newell

Sarah Newell is a teacher of English, currently working at a secondary school in East London. She has recently completed a PGCE at the Institute of Education, UCL. Prior to this she completed an MA in Literary Studies at Goldsmiths, University of London. Her particular interests include the role of dialogue within the classroom.