Sharing Good Practice
THE POWER OF DIALOGUE
‘TALKING TO IMPROVE LEARNING’
BY FATMA KHALID
learning environments in building
worthwhile experiences for students.
D
ialogue helps to overcome
misunderstanding
whether
in a classroom, work place
or even during simple
interactions. Similarly, the concept of
dialogue when utilized as a learning
tool can have significant impact in
how students develop required topic
vocabulary, consequently leading to
better understanding of concepts
being taught.
Correspondingly, the UAE has initiated
educational reviews in improving
students’ performance to be among
the top performing countries by
the year 2021 as mentioned in a
strategic plan referred to as the
‘National
Agenda’.
Educational
reviews include enhancing students’
learning experiences with special
focus on Emirati children. It becomes
imperative therefore to structure
learning provisions for children
whose language is not the language
of instruction. Likewise, the DSIB (
Dubai Schools Inspection Bureau)
School Inspection Key Findings in
2016 indicate that out of the 266,299
students in the 173 schools in Dubai,
31736 were Emirati (DSIB, 2016).
Although not a majority, the number
of Emirati students attending private
schooling with foreign curriculums
delivered in English continues to rise
(Pennington, 2015).
Findings derived from the statistics
above
show
that
significant
modification needs to occur in
improving classroom instructions
for
second
language
learners.
Moreover, curriculum modifications
need to also consider experiential,
social interactional processes where
16 |
Jan - Feb 2019
|
|
children are given opportunities to
be cognitively engaged. Equally,
literature also suggests that children
who are raised in environments that
stimulate their capacities through
dialogue with their teachers, acquire
enhanced
cognitive
capabilities,
developing mastery in their learning
(Duffy & Pugh, 2013).
School policy makers in the UAE
therefore, need to review provisions
especially in teaching practices
and curriculum modification that
acknowledge the importance of
incorporating active dialogue in
classrooms which include:
(a) Investing in quality programs that
have been enhanced and modified
to suit second language learners,
these would include reviewing
current policies governing early
and primary years such as effective
and age-appropriate resources and
the emphasis of teacher student
interactions using dialogue to enhance
learners experience (Wharton, 2015).
(b). Including a prerequisite for
educational institutions to provide
stimulating learning environments with
special focus in the early and primary
years comprising of an assortment of
resources that would further support
relationships between teachers and
students (Elmore, 1996). This is further
supported by Dewey (1938) who also
emphasises on the significance of
Class Time
(c).Reviewing assessment policies
to include both verbal and written
feedback, an essential component
for teachers in building interactive
communication with their students
to address any misunderstanding or
misconceptions about topics being
taught (Everton, Emmer & Brophy,
1980).More importantly, this feedback
leads to a central and focal point in
understanding students ability and
understanding in driving instruction;
establishing consistent assessment
strategies that view these evaluations
as inquiry; teachers are not mere
administrators rather teachers and
students become active creators of
knowledge as compared to the current
practice of viewing students as passive
recipients (Serafini, 2001).
(d).
Reducing
dependency
on
standardised testing which has
consequently led to a ‘teach to
test’ mode of instruction, where
teaching has become dearth with rote
memorisation of concepts nurturing
individuals who lack innovative and
creative skills, affecting them long
term (Zhao, 2014). Instead focus on
building students’ critical thinking
skills, allowing them to experiment and
discover constantly applying concepts
to real life (Dewey, 1998).
(e).
Establishing
stringent
and
mandatory
regulations
that
accommodate teachers’ professional
development specifically for teachers
teaching second language learners.
Educational courses still rely heavily on
content as detailed in the coursework
rather, it should be designed to
include practicums or supervised
fieldwork that would prepare and
empower teachers to teach in the
setting they were trained in; this
would consequently develop a more
personalised perception leading to
self-efficacy (Amobi, 2006).
My name is Fatma Khalid and I have embarked on a journey of improving my
knowledge so I then can adequately inspire knowledge and growth in others. My
educational background includes Teacher training from Cambridge University
(UK), coaching and mentoring Graydin Ltd (UK) and Masters in Educational
Leadership in Middlesex University.