Re-thinking monologicality: Multi-voiced, mono-perspectival classroom discourses
Document Type
Article
Publication Date
4-1-2023
Abstract
The purpose of this study is to conceptually explore and investigate the attributes of varying monologic discourses in the classroom, in order to develop a more nuanced understanding of monologicality. Data for this study comprised transcripts of lessons conducted by a teacher from a larger national study on Year 7 classroom practices. Constant comparative analysis of these lessons revealed a continuum of monologicality involving different variants of monologic discourses that arose from the decoupling of voice and perspective. Along this continuum, there are varying configurations of voice and perspective: ranging from mono-voiced, mono-perspectival discourse to multi-voiced, mono-perspectival discourse. This can potentially provide a bridge to the dialogic side of the continuum, where multi-voiced, multi-perspectival discourse is represented. This conceptual framework provides a basis to examine teaching and classroom discourse along this continuum. Further interrogation using this framework can inform teaching practice, future classroom discourse research, as well as teacher education curriculum.
Keywords
Monologic, Dialogic, Voice, Perspective, Classroom discourse, Classroom interaction
Divisions
Education,Technology,Mathematics
Publication Title
Asia-Pacific Education Researcher
Volume
32
Issue
2
Publisher
Springer Nature
Publisher Location
TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY