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Dialogic teaching and students’ discursive identity negotiation in the learning of science


Learning and Instruction Volume 48, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd


This study sought to understand how dialogic teaching, as enacted in everyday classroom interaction, affords students opportunities for identity negotiation as learners of science. By drawing on sociocultural and sociolinguistic accounts, the study examined how students’ discursive identities were managed and recognized in the moment and over time during dialogic teaching and what consequences these negotiations had for their engagement in science learning. The study used video data of classroom interactions collected from an elementary science learning project and placed a specific analytic focus on four students in particular. The results reveal evidence of a rich variety of discursive identities exposed during dialogic teaching, thus demonstrating how the students’ identity negotiations were configured according to the social architecture of classroom discourse. Addressing the temporal dimension of dialogic teaching points out critical shifts in the students’ discursive identities, of which identification is argued to be pivotal when creating equitable science learning opportunities.


Kumpulainen, K. & Rajala, A. (2017). Dialogic teaching and students’ discursive identity negotiation in the learning of science. Learning and Instruction, 48(1), 23-31. Elsevier Ltd. Retrieved February 24, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

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