Dialogic literary gatherings in EFL

Detalhes bibliográficos
Autor(a) principal: Lopes, Pedro M.
Data de Publicação: 2023
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://ojs.letras.up.pt/index.php/et/article/view/13057
Resumo: Dialogic literary gatherings (DLGs) are inclusive dialogic whole-class interaction activities that have proven to contribute to improving students’ academic achievement, as well as inclusion and social cohesion, and which can be transferred to any context (Flecha & INCLUD-ED, 2015). By stressing oral interaction as a means to learning and as learning itself, this short study investigates if the implementation of DLGs in a lower secondary EFL classroom in Portugal fosters the emergence of learning opportunities for quality language learning. A classroom observation method was applied, with data being analysed qualitatively and quantitatively. Results show that DLGs provide a number of varied learning opportunities which seem to increase with regular exposure to DLGs, and when a student plays the role of moderator. Further investigation is required on the impact of implementing DLGs in the EFL classroom.
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spelling Dialogic literary gatherings in EFLArticlesDialogic literary gatherings (DLGs) are inclusive dialogic whole-class interaction activities that have proven to contribute to improving students’ academic achievement, as well as inclusion and social cohesion, and which can be transferred to any context (Flecha & INCLUD-ED, 2015). By stressing oral interaction as a means to learning and as learning itself, this short study investigates if the implementation of DLGs in a lower secondary EFL classroom in Portugal fosters the emergence of learning opportunities for quality language learning. A classroom observation method was applied, with data being analysed qualitatively and quantitatively. Results show that DLGs provide a number of varied learning opportunities which seem to increase with regular exposure to DLGs, and when a student plays the role of moderator. Further investigation is required on the impact of implementing DLGs in the EFL classroom.2023-02-10info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://ojs.letras.up.pt/index.php/et/article/view/13057por1647-712XLopes, Pedro M.info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-02-24T17:15:16Zoai:ojs.letras.up.pt/ojs:article/13057Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:47:08.513836Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Dialogic literary gatherings in EFL
title Dialogic literary gatherings in EFL
spellingShingle Dialogic literary gatherings in EFL
Lopes, Pedro M.
Articles
title_short Dialogic literary gatherings in EFL
title_full Dialogic literary gatherings in EFL
title_fullStr Dialogic literary gatherings in EFL
title_full_unstemmed Dialogic literary gatherings in EFL
title_sort Dialogic literary gatherings in EFL
author Lopes, Pedro M.
author_facet Lopes, Pedro M.
author_role author
dc.contributor.author.fl_str_mv Lopes, Pedro M.
dc.subject.por.fl_str_mv Articles
topic Articles
description Dialogic literary gatherings (DLGs) are inclusive dialogic whole-class interaction activities that have proven to contribute to improving students’ academic achievement, as well as inclusion and social cohesion, and which can be transferred to any context (Flecha & INCLUD-ED, 2015). By stressing oral interaction as a means to learning and as learning itself, this short study investigates if the implementation of DLGs in a lower secondary EFL classroom in Portugal fosters the emergence of learning opportunities for quality language learning. A classroom observation method was applied, with data being analysed qualitatively and quantitatively. Results show that DLGs provide a number of varied learning opportunities which seem to increase with regular exposure to DLGs, and when a student plays the role of moderator. Further investigation is required on the impact of implementing DLGs in the EFL classroom.
publishDate 2023
dc.date.none.fl_str_mv 2023-02-10
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dc.identifier.uri.fl_str_mv https://ojs.letras.up.pt/index.php/et/article/view/13057
url https://ojs.letras.up.pt/index.php/et/article/view/13057
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv 1647-712X
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dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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