The article below on dialogic teachingThe effective use of talk for teaching and learning, involving ongoing talk between teachers and students introduces the key ideas for promoting and practising cultural literacy and outlines how the wordless texts were chosen in the DIALLS project before exploring some initial ideas for their use in the classroom.
The research summaries on linguistic ethnography, the role of provisional language in the classroom, and the meaning of the concepts of home and belonging, each summarise an in-depth research article, highlighting the key findings for practitioners.
We encourage you to read these articles and reflect on the following questions:
This webinar introduces the DIALLS resources available and brings together teachers from different settings to share their experiences of implementing DIALLS in their schools.
Presentations are given by: Fiona Maine (DIALLS Principal Investigator), Katie Glenister-Soós (Key Stage 2 Teacher, University of Cambridge Primary School) and Cecilia Del Corso (EY and Key Stage 1 Teacher, Morley Memorial Primary School, Cambridge).
The beauty of wordless texts is that they can be used with children of all languages and their discussions are not impeded by translation. The three reflective case study articles included here discuss the role of dialogue in the classroom, the use of wordless texts and how practising teachers have used these and other DIALLS materials.
Read these case studies and consider the following question:
What are the barriers to engagement in your context and, crucially, how might they be overcome?
The ‘DIALLS Deepening Impact’ project built on the initial three-year DIALLS project. You can read the project report here.
