An analysis of the forms of teacher-student dialogue that are most productive for learning

Dialogic approaches based on active student participation, open, respectful discussion, exploring and critiquing different perspectives are increasingly found to support learning. However, the specific productive forms of teacher-student interaction have rarely been studied systematically. A recent large-scale project explored relationship between dialogic learning outcomes for students aged 10–11 in primary school classrooms England. This follow-up study built dataset that study. The objective here was generate insights into observable within classes achieving higher lower gains English mathematics. Sociocultural discourse analysis combined in-depth qualitative with corpus linguistics methods. dialogue emerging earlier as most from turn-by-turn coding whole-lesson ratings were analysed more depth. findings offer rich illustrations how features manifested authentic classroom practice. contribute our understanding which learning, teachers may actively promote these.Supplemental data this article is available online at https://doi.org/10.1080/09500782.2021.1956943 .