From empirical studies on joint conversations in the classroom (e.g. Finlay 2015), it becomes apparent on the one hand that skills such as listening and dialogical speaking to one another are regarded as fundamental, but often presupposed and not developed jointly in class; on the other hand, it also becomes apparent that the conversational behaviour of teachers contributes little to the emergence of dialogues (cf. Lüders 2011; de Boer 2015). In this way, a basic attitude of dialogue cannot be made a one-sided learning task of the pupils , but can only be created as a product produced together in the interaction.
top of page
bottom of page