Purpose this study aims to discuss the use of Brazilian sign language as the first language for a deaf individual going to a bilingual dialogic clinic from dialogic activities. Methods This is a longitudinal study, including one deaf individual, called N, interacting with his family and speech therapists. Results During the therapeutic process developed inside the bilingual dialogical clini...

How can severely traumatized persons re-present the past and its impact on the present if (due to blackout, repression, or dissociation) they could not witness what they went through, or can hardly recall it? drawing on Holocaust testimonies, this article explores the crisis of witnessing constituted by the Shoah and, more generally, problems of integrating and communicating traumatic experienc...

In this paper, we share a model of game-based learning for use in the context of classroom learning in school. The model is based on the dialectic interaction between game play and dialogic engagement with peers and teacher on one hand and a developmental trajectory of competence-through-performance on the other. It is instantiated in the context of a learning program related to citizenship edu...

We present our iterative approach to enabling natural dialogic interaction between human users and a wheelchair, based on the alternation of empirical studies and dialogue modelling. Our approach incorporates empirically identified conceptual problem areas and a dialogue model designed to manage the available information and to ask clarification questions. In a Wizard-of-Oz experiment employing...

This paper reports on our work in the Transregional Collaborative Research Center Spatial Cognition (SFB/TR8). The aim of this research is to achieve a natural and effective dialogic interaction between a human and an intelligent robot on spatial navigation tasks. Therefore, we have introduced a conceptual level representation of human spatial knowledge on top of the robot’s quantitative repres...

The current emphasis on higher order thinking skills (HOTS) has inspired many EFL educators to explore the impact of merging different pedagogical teaching and assessment strategies on the enhancement of thinking skills. Responding to such a growing need to investigate the effect of diverse teaching strategies on HOTS, the present study aimed to explore the impact of the integration of portfoli...

The “visionary leader” narrative and Performance Mindset that predominate in theories and practices of change leadership are no longer effective in an environment of multi-dimensional diversity marked by volatility, uncertainty, complexity, and ambiguity. Developments over the past thirty years in organization development theory and practice, which have led to what we call Dialogic Organization...

What does it take to argue well? The goal of this series of studies was to better understand the cognitive skills entailed in argument, and their course of development, isolated from the verbal and social demands that argumentive discourse also entails. Findings indicated that young adolescents are less able than adults to coordinate attention to both positions in an argument, an agerelated pat...

We consider a " polarized " version of bi-intuitionistic logic [9, 7, 10, 11] as a logic of assertions and hypotheses and show that it supports a " rich proof theory " and an interesting categorical interpretation, unlike the standard approach of C. Rauszer's Heyting-Brouwer logic [48, 49], whose categorical models are all partial orders by Crolard's theorem [19]. We show that P. A.Mellì es not...

how do english as a lingua franca (elf) speakers achieve multimodal cohesion on the basis of their specific interests and cultural backgrounds? from a dialogic and collaborative view of communication, this study focuses on how verbal and nonverbal modes cohere together during intercultural conversations. the data include approximately 160-minute transcribed video recordings of elf interactions ...