Using Dialogic Talks in EFL Primary Teacher Education: An Experience

Resumen

The present study is part of a long-term research project based on the use of Dialogic Talks as a collaborative instructional strategy in EFL Teacher Education. The study was conducted with a group (n=20) of EFL Primary Teacher Education undergraduates with the aim of measuring the impact of the use of this strategy in the classroom. Data gathering tools included a questionnaire, students’ blogs, observation and the transcripts of sessions conducted in the classroom. Results show evidence of dialogic and transactional learning (Flecha, 1997; Rosenblatt, 2005, respectively), while also finding traits of the use of higher-order thinking skills and the students’ communicative competence in English.