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A Study of Teacher-Learner Interactions: A Continuum Between Monologic and Dialogic Interactions
Language, Speech, and Hearing Services in Schools
|March 31, 2015
Summary
Teachers predominantly used monologic interactions, limiting learner collaboration. While some transitional interactions occurred, truly dialogic engagement was absent, hindering learning opportunities in South African primary schools.
Area of Science:
- Classroom Interaction Analysis
- Educational Psychology
Background:
- Effective learning requires flexible shifts between monologic and dialogic interaction.
- Understanding teacher-learner interactions (TLIs) is crucial for pedagogical advancement.
Purpose of the Study:
- To analyze teacher-learner interactions along the monologic-dialogic continuum.
- To investigate interaction patterns in primary school classrooms in Western Cape, South Africa.
Main Methods:
- Video-observation of 15 intermediate-phase lessons.
- Analysis of TLIs using indicators like authority, questions, feedback, explanation, and collaboration.
- Quantitative and qualitative analysis of transcriptions.
Main Results:
- Dominant monologic interactions were sustained by teacher authority and closed questions.
- Learners had limited opportunities for explanation and collaboration.
- Episodic shifts to transitional interactions occurred via open-ended questions and feedback, but dialogic interactions were absent.
Conclusions:
- Monologic TLIs dominated, restricting communication and collaborative engagement.
- Transitional TLIs showed potential but were infrequent.
- The lack of dialogic TLIs indicates missed opportunities for collaborative learning, suggesting a need for intervention.
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