Arab World English Journal (AWEJ) Volume 8. Number 4. December 2017
The impact of Dialogic Teaching on English Language Elhassan &
Adam
Arab
World English Journal
www.awej.org
ISSN: 2229-9327
53
• Rote (drilling ideas, facts and routines through repetition)
• Recitation (using short question/answer sequences to recall or test what is
expect ed t o be known alread y)
• Instruction (telling learners what to do and how to do it)
• Exposition (imparting information and explaining things)
But in di alogic class room s t eachers do not limit thems elves to thes e. The y also
use:
• Discussion
• Scaffold dialogue.
What is scaffolding?
Scaffolding can be defined as “the process that enables a child or novice to solve
a
probl em, carr y out a t as k, or achi eve a goal whi ch woul d be be yond hi s
unassisted efforts” (Wood, Bruner, & Ross, 1976, p. 90). Wood et al. (1976)
charact eriz ed s caffol ding as an int eracti ve s yst em of exchange in which t he tut or
operates with an implicit theory of the learner’s acts
i n order to recruit his
att enti on, reduces degrees of freedom i n t he t as k to m anageabl e limit s, m aint ai ns
‘direction’ in the problem solving,
marks critical features, controls frustration
and demonst rat es sol utions when t he learner can recogniz e t hem. (p. 9 9).
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