In what ways does dialogic listening impact the ability to sustain dialogue?

Thumbnail Image
Whittington, Lucy
Issue Date
Educational Level
ISCED Level 1 Primary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Background and purpose: Prior to beginning the inquiry, I observed that pupils in my class were able to listen to the teacher but struggle with listening and sustaining dialogue with each other.

Aims: I conducted a small-scale study inquiring into how dialogic listening impacts the ability to sustain quality dialogue in the classroom.

Study design or methodology: My inquiry focused on a Year 1 class (30 children aged 5-6) with the researcher being myself, the class teacher. I carried out weekly classroom-based observations using the T-SEDA coding frameworks to analyse dialogue focusing on building on ideas, challenging each other and inviting others to build on ideas. I used this data to identify and implement strategies to improve dialogic listening in the classroom. These included implementing Talk Rules, Physical cues for listening, timetabled opportunities for discussion and a focus on language.

Findings: Based on coding over the five observation weeks, findings indicated that if pupils are given the tools and time to develop their dialogic listening then this can positively impact their ability to sustain quality dialogue with one another.

Implications for practice: The biggest change to my practice has been making time to consider how I can encourage pupil’s dialogic listening in all areas of the curriculum. Although, listening in the classroom has always been an important part of my practice, I focused on how I listened to pupils. This inquiry has shifted my perspective and highlighted the importance of providing pupils with opportunities to learn how to listen to each other, co-construct ideas and take an active role in dialogue.
Keywords (free text)
listening , dialogue , T-SEDA
Permanent link to cite this item
Link to Original Source