Abstract

Researchers and teachers advocating for dialogical teaching in secondary English language arts classrooms value dialogical strategies because they offer flexible approaches to comprehension and learning (Wilkinson & Son, 2011). While research on dialogic pedagogy recognizes strategies that privilege student talk, connect reading and writing to students' life experiences, and value multiple perspectives as beneficial, research about learning stations--where students rotate through a series of learning activities in small, collaborative groups (Aydogmus & Senturk, 2019)--and their role in fostering dialogical learning remains limited. This article explores how learning stations supported the application of dialogical principles through an inquiry-based literature unit and the way intentionally incorporating dialogical principles helped facilitate student learning. A thematic analysis of observational field notes, audio recordings, student work, and reflections from three groups of students exemplifies trends within the larger class that suggested that dialogical learning stations help students to a) draw on background knowledge b) co-construct knowledge with peers and teachers, and c) integrate multiple perspectives as they engage with texts.

Degree

College and Department

Humanities; English

Rights

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