Dialogic discourse through scaffolding and student motivation
DOI:
https://doi.org/10.56294/sctconf2023104Keywords:
Dialogic Speech, Interactive Scaffolding, MotivationAbstract
The speech in the classroom is important to promote the learning and critical thinking of students. Previous studies indicate that teaching interventions based on a dialogic discourse can stimulate the motivation and commitment of students. The dialogic approach is aimed at improving the participation and exchange of ideas in the classroom, with the teacher occupying a facilitating role for students to develop their communication skills. The objective of this review is to present studies that implemented a practice of dialogic discourse or an interactive scaffolding in the classroom and found a potential impact of this tool on student motivation and commitment. First, we will present the concept of scaffolding, in particular how dialogue can be used as an interactive scaffolding tool, and its relationship with motivation. Then, we will explain what a dialogic teaching consists of and what are its consequences in cognitive and emotional development. Finally, we will review studies from different countries in which the implementation of a dialogic practice managed to promote student motivation, that is, function as a motivational scaffolding. In conclusion, the prevalence of other pedagogies in the classroom is problematized and important variables are mentioned to consider for future investigations. The tour of these studies will allow us to highlight the need to expand research on the benefits of dialogic discourse in the classroom, particularly in Spanish -speaking students.
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Copyright (c) 2023 Milagros Girart, Jazmín Cevasco (Author)
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