Reflecting on intertextuality between spoken and written text
While reading the article, I felt the invaluable benefits of dialogic approach in learning activity, be it in oral or written discourse, whether at undergrad or graduate level. In fact, beyond the discourse community, it is quite sure that a well-organized class, a teamwork, a joint research project lay foundations of community of practice where members give and take, talk, joke, quarrel (it is a part of language and life of human beings!). This community of practice goes beyond discourse or speech community where individuals’ agency is stifled by social norms. (Bucholtz, 1999).
However, some conditions should be fulfilled to make sure that interaction, exchange or take-and-give-game is fairly played. I may mention for example:
1. Personal commitment in all kinds of activity (class discussions, active participation in teamwork, blogging, …)
2. Safe and favorable environment in classroom settings
• equal opportunities for the floor, no hegemonic speakers,
• mutual respect
• teachers as democratic leaders (class management skills to make dynamic interaction happen and last)
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I agree with you Theo. Teachers need to create a respectfal and safe environment for students to construct and express their ideas about their classmates' writing. I think that if students are comfortable giving their opinions in group discussion about their papers, they will be motivated to do so. However, I am curious if one or two students refuse to participate, what would teachers do?
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