Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms

The features of dialogic classrooms are well researched and theorised, yet the nuanced actions teachers as they enable such a context less defined. This study takes linguistic ethnographic approach to unpack subtle differences in that three take their primary classrooms. is uniquely positioned all were part larger project where engaged series lessons promoting interactions discussions aimed foster tolerance, empathy inclusion. As followed same lesson plan – though each took discussion different direction. Results find analysis at macro micro level, drawing on methodology, addition well-established modes analysis, highlighted importance seemingly minor discourse had significant impact resulting responses from children. Additionally, classes common ethos community shared commitment learning goals, norms for classroom discussion, an affective convergence social cohesion was apparent.