Journal articles on the topic 'Dialogic process'
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Shpilnaya, Nadezhda. "Pragmatic Options of the Dialogical Text as a Language Unit." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 2 (June 2021): 47–56. http://dx.doi.org/10.15688/jvolsu2.2021.2.5.
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The purpose of the article is to analyse pragmatic variants of a dialogical text as a language unit. It is assumed that the pragmatic context of the dialogical text (dialogue) actualizing is associated with either informative or phatic intentions. Informative and phatic dialogues appear as pragmatic allotext of a dialogical text. The research methodology is based on the synthesis of derivational and anthropocentric language theories. The process of creating a dialogical text is considered, on the one hand, as a derivational process due to the suppositional relationship between the lexeme and the text, and on the other hand, as a process of interpreting the text in the pragmatic context of its actualization. The material for the study was the recording of oral and written speech of regular native speakers in an informal communication situation. The total number of analyzed speech patterns was 140 dialogic texts – 70 texts of each communication type. It is stated that the pragmatic actualization of the dialogical text is associated with the realization of paradigmatic and syntagmatic connections of lexemes. It is revealed that the syntagmatic model of a dialogical text genesis in informative communication is an adjoining model. A paradigmatic model of dialogic text genesis in informative communication is synonymy. In phatic communication, an attachment model was identified as a syntagmatic model of the genesis of a dialogical text. The paradigmatic model for the production of dialogic text in phatic communication is a homonym model.
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Alrø, Helle, and Lise Billund. "Processual responsiveness in dialogic facilitation." Journal of Workplace Learning 33, no. 2 (February 18, 2021): 137–48. http://dx.doi.org/10.1108/jwl-04-2020-0066.
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Purpose The purpose of this paper is to elaborate on the role of a group facilitator when taking a dialogical stance. A special interest is facilitator’s processual responsiveness and its potential for supporting a dialogic approach to process facilitation. Design/methodology/approach Theoretically, the article is based on dialogue and dialectic relationship theory. Empirically, it is based on pragmatic analysis of excerpts from audio recordings of a two-day process facilitation with an organizational group called KUDIAS. Findings The analysis highlights the importance of processual responsiveness of the facilitator in terms of focused attention to the process as well as to the interpersonal relations between the participants in the process. Being processually responsive, the facilitator supports the process in becoming dialogic toward all participants’ perspectives and in creating a climate characterized by curiosity, wondering, exploration and recognition. However, facilitator’s processual responsiveness also requires the ability to balance the process between support and confrontation. Originality/value Processual responsiveness is developed and discussed theoretically as well as empirically.
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Suryaninova, T. I., and A. S. Fetisova. "Exploring Dialogic Position of Psychology Students in Educational Process." Психологическая наука и образование 26, no. 4 (2021): 80–90. http://dx.doi.org/10.17759/pse.2021260407.
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The process of psychotherapeutic practice requires the psychologist to be able to engage in dialogue. To date, no express tests have been developed to assess the dialogic position. In the course of theoretical analysis we identified the main views on understanding the dialogic position, qualities that contribute to its development (empathy, reflectivity, personality orientation in communication) and developed a projective technique for its assessment. The expression of these qualities was in- vestigated in 80 students of biotechnology and clinical psychology programmes. The sample was represented by one experimental (20 subjects) and three control groups (20 subjects each). The following research techniques were applied: “Reflectivity as a psychological attribute” by A.R. Karpov; “Assessment of empathy levels” by V.V. Boyko; “Personality orientation in communication” by S.N. Bratchenko. Analysis of the results’ factor structure showed the presence of three fac- tors closely related to empathy, reflectivity, features of dialogic orientation and dialogic position. The study confirmed the hypothesis that there is a relationship between the orientation of the educational process and the development of the dialogic position. The procedure of verification of the developed technique con- firmed its effectiveness in assessing the dialogic position.
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Vitanova, Gergana. "Dialogue in second language learning and teaching." Language and Dialogue 3, no. 3 (November 22, 2013): 388–402. http://dx.doi.org/10.1075/ld.3.3.03vit.
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The paper contextualizes the concepts of dialogue and dialogism, as outlined by Bakhtin’s framework, in the fields of second language acquisition and applied linguistics. Specifically, it shows how dialogism could be applied to three distinct, but interconnected contexts: the context of immigrant second language learners, second and foreign language teacher education, and the increasingly important area of English as an international language. The paper argues that viewing language learners’ and their teachers’ identities as dialogic constructions and, particularly, the texts they produce as examples of active dialogic activities can help researchers and practitioners understand the active, agentive nature of the process of language acquisition better.
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Radchuk, Halyna, and Zoryana Adamska. "Personal readiness of instructors in higher educational institutions to implementing dialogue into educational process." HUMANITARIUM 43, no. 1 (September 24, 2019): 122–30. http://dx.doi.org/10.31470/2308-5126-2019-43-1-122-130.
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The article addresses theoretical substantiation and empirical research of personal readiness of teachers and instructors in higher educational institutions to implementing dialogue as a form of educational process. The essence of educational dialogue is viewed as an integrated procedural form of active learning, which is aimed at transformation of internal experiences of future specialist and acquiring new ones. The author states that a complete educational dialogue depends on three components: 1) the dialogism of a teacher; 2) the dialogic nature of educational material (as a fragment of given educational content); 3) student dialogue. The leading role of the instructor is being analyzed not only in the dialogic organization of educational process, but also in development of dialogical culture of students. Two aspects of the teacher's readiness are singled out: 1) how a teacher goes through self-realization and personality development (personal readiness); 2) how a teacher contributes to personal growth of students (professional readiness). The article analyzes facilitative abilities of a teacher, based on which the teacher develops personal readiness for implementing dialog as a form of educational process. It has been empirically proven, based on the questionnaires administered to both teachers and students, that teachers often focus on formal indicators, on the monotony and authoritarianism of teaching. Relations between teachers and students are often manipulative, and there is an alienation and indifference of the teaching staff towards students in pedagogical communication. At the same time, dogmatism, formalism, and closeness, and stereotypical role behavior of teachers and students constitute the greatest obstacle in transforming educational process into a dialogue.
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Radchuk, Halyna. "Personal readiness of instructors in higher educational institutions to implementing dialogue into educational process." HUMANITARIUM 44, no. 2 (December 31, 2019): 120–27. http://dx.doi.org/10.31470/2308-5126-2019-44-2-120-127.
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The article addresses theoretical substantiation and empirical research of personal readiness of teachers and instructors in higher educational institutions to implementing dialogue as a form of educational process. The essence of educational dialogue is viewed as an integrated procedural form of active learning, which is aimed at transformation of internal experiences of future specialist and acquiring new ones. The author states that a complete educational dialogue depends on three components: 1) the dialogism of a teacher; 2) the dialogic nature of educational material (as a fragment of given educational content); 3) student dialogue. The leading role of the instructor is being analyzed not only in the dialogic organization of educational process, but also in development of dialogical culture of students. Two aspects of the teacher's readiness are singled out: 1) how a teacher goes through self-realization and personality development (personal readiness); 2) how a teacher contributes to personal growth of students (professional readiness). The article analyzes facilitative abilities of a teacher, based on which the teacher develops personal readiness for implementing dialog as a form of educational process. It has been empirically proven, based on the questionnaires administered to both teachers and students, that teachers often focus on formal indicators, on the monotony and authoritarianism of teaching. Relations between teachers and students are often manipulative, and there is an alienation and indifference of the teaching staff towards students in pedagogical communication. At the same time, dogmatism, formalism, and closeness, and stereotypical role behavior of teachers and students constitute the greatest obstacle in transforming educational process into a dialogue
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Aygun, Hanife Esen. "Dialogic teaching in Turkish courses: What the teachers say and what they do?" Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 111–23. http://dx.doi.org/10.18844/cjes.v14i1.3554.
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In this research, it is aimed to investigate in depth the thoughts and practices of primary teachers regarding the practice of dialogical teaching. This research is designed as a phenomenological. Within the scope of the study, the researcher examined the conditions under which the experiences of dialogic teaching in the learning-teaching process are realised, focusing on the phenomenon of dialogical teaching. Research data are gathered through interviews and observations. 11 primary teachers participated in the interviews as well as with the observations in the classroom of four teachers. In the analysis of the interview data, Moustakas data analysis technique is used. The findings of the interviews show that teachers care about interaction and try to regulate the learning environment accordingly. On the contrary, the findings obtained from the observations do not support the interviews. It is observed that the learning environment is monologue rather than dialogic.
Keywords: Dialogic teaching, primary teachers, interaction in class.
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Jones, Raya A. "Towards dialogic epistemology: the problem of the text." Qualitative Research 17, no. 4 (October 17, 2016): 457–72. http://dx.doi.org/10.1177/1468794116671986.
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This article considers epistemological implications of Bakhtin’s dialogism. Bakhtin urged scholars in the human sciences to treat a text as having a voice of its own, to be attuned to its creativity and originality, and to resist conflating one’s image of the author with the actual person who has produced the text. Importing his ideas into the social sciences creates a site of tensions at the disciplines’ boundaries. Yet his characterisation of dialogue applies also to qualitative researchers’ interactions with nonfiction material. Bakhtin contended that a text as an utterance is a unique unrepeatable event; and that a voice is immanent in how the text itself operates: its placement in a dialogical sequence (answerability), its plan (purpose) and the realisation of the plan. Attention to these dynamics could constitute a formative step in the epistemic process of qualitative research, as concrete examples illustrate. A concept of a ‘dialogic triangle’ (utterance, response and their interrelation) is proposed.
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Korn, Carol, and Gilbert M. Trachtman. "Dialogic Process and Psychological Assessment." Special Services in the Schools 14, no. 1-2 (November 24, 1998): 23–40. http://dx.doi.org/10.1300/j008v14n01_02.
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Linklater, Andrew. "Dialogic politics and the civilising process." Review of International Studies 31, no. 1 (January 2005): 141–54. http://dx.doi.org/10.1017/s0260210505006340.
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Recent debates about Habermas's conception of dialogic politics have focused on whether its commitment to ethical universalism has an emancipatory potential or threatens the assimilation of non-liberal forms of life within exclusionary Western cultural frameworks. One way of contributing to this unfinished debate is to ask whether discourse ethics contributes to the modern ‘civilising process’, as Norbert Elias defined that term. All societies, according to Elias, have civilising processes or ways of trying to solve the problem of how persons can satisfy basic needs without ‘destroying, frustrating, demeaning or in other ways harming each other time and time again in their search for this satisfaction’. This formulation invites the question of whether or not the discourse theory of morality is the best available means of extending the civilising process in global politics.
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Alexander, Robin. "Developing dialogic teaching: genesis, process, trial." Research Papers in Education 33, no. 5 (June 17, 2018): 561–98. http://dx.doi.org/10.1080/02671522.2018.1481140.
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Glen, Sally. "Health Care Education for Dialogue and Dialogic Relationships." Nursing Ethics 6, no. 1 (January 1999): 3–11. http://dx.doi.org/10.1177/096973309900600102.
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This article will address the question: how can health care education best take seriously the task of educating for professional practice within a post-traditional, liberal democratic society? In the setting of modernity, the altered personal and professional self has to be explored and constructed as part of a reflective process of connecting personal and professional change: in essence, to develop self-knowledge. A moral life, or ‘working morality’, that evolves out of a process of ongoing dialogue and conversation is required. What is advocated here is a more social model of health care education that acknowledges a social or communal dimension to knowledge and the centrality of relationships for the full development of the individual personally and professionally, fosters our capacity to identify who we are both personally and professionally, connects reason and dialogue, and educates for dialogue and dialogic relationships.
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Shumakov, Sergei Leonidovich. "Television: Process and Phenomenon." Journal of Flm Arts and Film Studies 4, no. 2-3 (September 15, 2012): 288–94. http://dx.doi.org/10.17816/vgik42-3288-294.
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The article considers the basic trends of modern Russian television and its links with the global processes of media communications. Special place is given to the form and genre structure of TV programs with singling out their dialogic character and television basic link with the present-day audience’s peculiarities of screen arts perception.
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Ihsan Ullah Khan. "Exploring the Role of Dialogic Teaching in Improving Learners’ Spoken English at Intermediate Level in District Bannu." sjesr 3, no. 3 (September 29, 2020): 90–95. http://dx.doi.org/10.36902/sjesr-vol3-iss3-2020(90-95).
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The study aims to explore the role of dialogic teaching, derived from Bakhtin's 'Dialogism', at an intermediate level in the English language teaching-learning process in District Bannu. An experimental research design was used in the study. Pre and post-tests were used for data collection. A 12th Grade Class of a public sector college was selected for the conduction of the experimental study. In this design, two groups namely, the control group and treatment group were administered pre and post-tests. Only the treatment group was given the treatment. The pre-test was designed to assess the oral proficiency of the treatment group. A paired sample t-test was used for the analysis of data. After the analyses of the data results were drawn. Data revealed that monologic teaching was prevalent in most of the classrooms, with no or very little space for the students to interact in the English language. Dialogic pedagogy proved very effective in finding out a solution to a real-world problem. Being dialogic, the pedagogy improved the oral proficiency of the students of the treatment group considerably.
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Shirkhani, Fatemeh, Ali Jamali Nesari, and Nabieh Feilinezhad. "Bakhtinian Dialogic Concept in Language Learning Process." Procedia - Social and Behavioral Sciences 205 (October 2015): 510–15. http://dx.doi.org/10.1016/j.sbspro.2015.09.060.
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Hassanzadeh Javanian, Mohammad Reza. "Looking for heteroglossia and chronotope in New York and London: Pacino and Loncraine’s adaptations of "Richard III"." English Studies at NBU 5, no. 1 (June 1, 2019): 59–76. http://dx.doi.org/10.33919/esnbu.19.1.3.
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The relationship between a cinematic adaptation and its literary source has sparked scholarly debates in the field of adaptation studies. Developed by the Russian literary critic, Mikhail Bakhtin (1895-1975), dialogism can shed new light on the adaptation-source tie as it highlights the mutual interaction between the two sides. The present study argues that Al Pacino and Richard Loncraine’s versions of William Shakespeare’s Richard III (1593) stress such a dialogic aspect of the adaptation process. Within this dialogic framework, Pacino’s Looking for Richard (1996) establishes a heteroglossial relation with the play as it seeks to eliminate the gap between Shakespeare and the movie’s modern viewers. Loncraine’s Richard III (1995), however, is marked by a significant chronotopic strategy which situates Richard in new social and political contexts through a change in the play’s temporal and spatial elements.
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Eremeeva, Guzel Rinatovna, and Ismaeva Farida Khamisovna. "Dialogic Communication between Teachers and Students as a Condition for Interaction of Subjects of the Higher School Educational Process." International Journal of Higher Education 9, no. 8 (October 30, 2020): 46. http://dx.doi.org/10.5430/ijhe.v9n8p46.
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The article is devoted to the issue of educational interaction and cooperation between teachers and students. The purpose of the study is to show the need for dialogic communication in educational activities, form knowledge, and develop educational cooperation skills, allowing students to take an active position in the educational process to help them adapt to interactive learning. The study's methodological base is the technology of sign-contextual learning, the implementation of which involves the use of active teaching methods. The article gives definitions of the concepts "communication", "dialogic communication", "subject". The principles of dialogic communication are highlighted. Experimental work was carried out in pedagogical classes with students of non-pedagogical specialties. Based on the thesaurus, questions, and tasks of the module, "Teaching Methods" were compiled, training was carried out using active methods. Systematic control was achieved by combining different types of work; however, a special role was played by testing, including computer testing. The result of developing communication-dialogue was the emergence of the participants' subjective positions in the dialogue, the formation of their experience of dialogic communication.
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White, E. Jayne. "a Bakhtinian homecoming." Journal of Early Childhood Research 7, no. 3 (October 2009): 299–323. http://dx.doi.org/10.1177/1476718x09336972.
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Dialogic research, building on the dialogic philosophy of Mikhail Bakhtin, is fundamentally concerned with the social, discursive nature of language. This article describes an application of dialogic research methods in a pilot study conducted in an Education and Care setting in Wellington, New Zealand focusing on an 18-month-old toddler and his teacher. The purpose of this exploratory study was to ‘operationalize’ dialogic research within this early childhood education context, in preparation for a larger investigation. Approaching the field through this dialogic research method offered an alternative means of investigating the acts of a toddler through genre (as the framework of analysis) and utterance (as the unit of analysis). This article argues for dialogic research as a method which enables toddler and teacher ‘voices’ to authentically inter-animate and contribute accordingly to the research process, thus promoting hermeneutic complexity rather than scientific truth.
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Fomin, Kateryna. "Professional Training of Primary School Teacher to Organize Dialogic Learning for Students: Theoretical Context." Journal of Vasyl Stefanyk Precarpathian National University 8, no. 1 (April 1, 2021): 80–89. http://dx.doi.org/10.15330/jpnu.8.1.80-89.
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The urgency of the problem of future primary school teacher training for dialogic learning of students taking into account modern challenges of globalization and digitalization of education is substantiated. The contradictions taking place in the practice of professional training in pedagogical universities are emphasized. The theoretical aspect of the outlined problem is highlighted. The characteristics of the content of the following concepts are given: dialogic learning, educational dialogue, dialogic communication, pedagogical communication, the teacher’s communication culture, communication etiquette, etc. The components of teachers’ pedagogical skills as personal and professional factors of successful organization of dialogic learning in school are presented. It is proved that the organization of dialogic learning at school requires the formation of a teacher's system of skills, namely: to organize and manage the dialogic process in learning; create a positive communicative atmosphere for the exchange of thoughts and ideas; pedagogically expedient to stimulate communication between students; apply advanced dialogic learning technologies; motivate students to create or solve educational tasks using productive dialogue; effectively use means of verbal and nonverbal communication; make emotional contact and listen to the interlocutor, etc. The strategy of communicative approach in the educational process of the pedagogical university is widespread, first of all as for humanities. The author notes that the readiness of future primary school teachers to organize a productive educational dialogue is determined not only by the level of development of communicative abilities and skills, but also other personal traits: intellectual qualities, motivation for teaching, love for children, emotional balance, empathy, tolerance, professional responsibility, high level of moral culture, readiness for innovative activity, desire for self-improvement and self-education, etc.
The author's material from the dissertation “Training of primary school teachers to organize dialogic learning” for the degree of Doctor of Philosophy (2020) is partially used in the article.
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Mikheeva, T., and M. V. Ereshchenko. "Dialogue communicative structures in the process of teaching foreign-language dialogic communication skills." Language and Culture, no. 11 (June 1, 2019): 74–88. http://dx.doi.org/10.17223/24109266/11/8.
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Ulzytuyeva, Alexandra, Tatiana Voronchenko, and Nina Vinogradova. "DEFINING CRITERIA FOR EVALUATING CULTURAL AND DIALOGIC DEVELOPMENT OF BILINGUAL PRESCHOOLERS." CBU International Conference Proceedings 4 (September 22, 2016): 372–77. http://dx.doi.org/10.12955/cbup.v4.782.
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This paper examines an issue of cultural and dialogical development of bilingual children. The preschooler period is an essential time for learning a second language and forming ethnical and cultural components of education. The need for bicultural and bilingual education is urgent and vivid in Transbaikal Siberia region of Russian Federation as it is a multinational territory. Russian is the official language, and numerous members of the indigenous group of Buryat speak Buryat (minority) language. The study focuses on the Transbaikal Agin-Buryat preschooler institutions. Linguistic, cultural, and person-oriented approaches are used. The authors discuss criteria for evaluating cultural and dialogic development of bilingual preschoolers, taking into consideration that such a process is determined by a child’s identification of self in social relations and his or her ability to construct interactive dialogue using native and non-native languages. The study shows that cultural and dialogic development of a preschooler can be successful in a bilingual educational environment.
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Schauber, Holli. "Using the EPOSTL for Dialogic Reflection in EFL Teacher Education." GiST Education and Learning Research Journal, no. 11 (December 14, 2015): 118–37. http://dx.doi.org/10.26817/16925777.290.
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For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory and practice driven European Portfolio for Student Teachers of Languages (EPOSTL)3 occupies a prominent and practical role in their preparation programs as a delivery system of core pedagogical skills and knowledge. Interest in the role that dialogical reflection plays in this process is studied in an EFL teacher education program at a Swiss university that relies heavily on the EPOSTL for the professional development awareness-raising. While the EPOSTL contributes valuable core knowledge to the processes of dialogic and mentored-reflection, certain program components provide more opportunities for scaffolded reflection than others.
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Nahmad-Williams, Lindy, and Carol A. Taylor. "Experimenting with dialogic mentoring: a new model." International Journal of Mentoring and Coaching in Education 4, no. 3 (September 7, 2015): 184–99. http://dx.doi.org/10.1108/ijmce-04-2015-0013.
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Purpose – The purpose of this paper is to explore mentoring as a dialogic practice in relation to three themes: identity, fear of being judged and respect. It develops Bokenko and Gantt’s (2000) concept of dialogic mentoring to propose a new theorisation of mentoring as a relational, embodied, spatial, affective and ethical practice. Design/methodology/approach – The paper reports on a mentoring project that took place in a UK University which was seeking to enhance its research culture. This project used an innovative methodological approach in which mentor and mentee wrote and shared diary entries as means of building more effective and constructive mentoring experiences, and as a vehicle for reflexively analysing the mentoring process. Findings – The project outcomes were: first, a deepened appreciation and reflexive evaluation of the role played by diaries and writing in the enactment of dialogic mentoring; second, the development of a theoretical framework to enhance understanding of dialogic mentoring and third, the generation of a dialogic mentoring model encompassing multiple dimensions of the process. Practical implications – The paper provides insights to support methodological innovation in mentoring practice; it links mentoring practice with theory development to enhance mentor and mentee collaboration and reflexivity; it offers an example of good mentoring practice that could be scaled up within educational institutions wishing to enhance their research culture. Originality/value – The paper offers, first, a reflexive account of a methodologically innovative mentoring practice to enhance mentoring; and second, it proposes a new theorisation and model of dialogic mentoring practices.
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Endres, Kirsten W. "Fate, Memory, and the Postcolonial Construction of the Self: The Life-Narrative of a Vietnamese Spirit Medium." Journal of Vietnamese Studies 3, no. 2 (2008): 34–65. http://dx.doi.org/10.1525/vs.2008.3.2.34.
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Life-history and narrative research have a long tradition as insightful methods in anthropology. This article presents the life-story of an elderly Hanoian spirit medium who does not conform to dominant ideals of Vietnamese femininity, exploring how cultural concepts and religious imageries shape female notions of fate and agency. By applying Bakhtin's concept of dialogism, the analysis illustrates how the creative act of self-narrative interweaves with multiple discourses in a dialogic process that tries to make sense of historical contingencies, culturally prescribed ideals, and the lived experiences of the self.
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Englert, Carol Sue, and Taffy E. Raphael. "Constructing Well-Formed Prose: Process, Structure, and Metacognitive Knowledge." Exceptional Children 54, no. 6 (April 1988): 513–20. http://dx.doi.org/10.1177/001440298805400604.
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This article addresses instructional issues related to the teaching of expository writing. Exceptional students' writing difficulties are examined in relationship to the writing process, expository text structures, and students' metacognitive knowledge. Approaches to the teaching of expository writing are discussed, and a dialogic approach, involving teacher modeling and a series of think sheets, is described.
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Elembilassery, Varun, and Shreyashi Chakraborty. "Dialogue in management education and development: a conceptual framework." Journal of Management Development 40, no. 5 (June 10, 2021): 404–17. http://dx.doi.org/10.1108/jmd-07-2020-0220.
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PurposeThe experience of individuals has a huge potential for management education and development. Specific approaches are required to transform experience into learning. The purpose of this paper is to create a framework of dialogic approach, as a method of experience-based learning, which can be used for transforming the experience into learning.Design/methodology/approachThis paper uses analytical abstraction and conceptual integration to develop the framework of dialogic approach. Evidence from prior research studies is used as the theoretical background to support the framework.FindingsDialogue is important for unravelling the experience and creating learning. Dialogic approach as a tool for experience-based learning is developed by combining reflective, appreciative and generative dialogues in a theoretically consistent sequence.Practical implicationsThe proposed framework is operationalised as a three-phase process for delivering the dialogic approach and can be used by educators.Originality/valueThe framework of dialogic approach is unique as it combines different types of dialogues. The framework is independent of context and can be applied globally for management education and development, which is a novel contribution.
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Lysakova, Iryna. "DIALOGIC DISCOURSE IN MUSEUM PEDAGOGY OF UKRAINE AND SPAIN." Aesthetics and Ethics of Pedagogical Action, no. 16 (September 9, 2017): 94–105. http://dx.doi.org/10.33989/2226-4051.2017.16.175985.
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Fragmentation of scientific research and insufficient understanding of the background on which the modern museum pedagogy should be based slows down its development. In practice, a museum does not always become an intermediary between an exhibit and a visitor that can provide their cognitive and emotional contact. Forms of such contact are varied. The article presents several results of the analysis of work of Ukrainian and Spanish museum organizations from the point of view of innovative experience of socio-cultural activity. The article also studies the dialogic discourse as the basis of the modern museum pedagogy.Dialogic discourse is understood as the cognitive-communicative activity of communicants in a broad (situational, sociocultural, cognitive-psychological) context, fixed by a dialogical text. The museum exhibition itself (exposition) can be viewed as a dialogical text, because as a matter of form it is a human thought fixed on material carrier. In the dialogic discourse between a museum and visitors, we can note such properties as presence of text recipients, complexity of unfolding of discourse moves and their spontaneity, thematic unity of the dialogue, individuality of meanings for each addressee depending on his/her level of preparedness, etc. Thus, we can consider dialogic discourse as an essential part of socio-cultural interaction between a museum and visitors.Since the museum pedagogical activity is often aimed at the younger generation, the article explores examples of work of Ukrainian and Spanish museums with children and families. For example, it analyses the Prado museum’s educational and family programs, audio excursions, game and theatrical "paths", the Prado School program contents, as well as the museum website information. It also views the Rules for visitors of the Prado museum that contain valuable information for parents.In the course of exploration of the Ukrainian museum and pedagogical space, it has been established that each region uses its specific capabilities in order to develop a dialogue with visitors. For example, Odessa Bleshchunov Museum has created a special guidebook for families with children, Skovoroda city museum has an interactive game, Kherson Regional Museum has opened its Museum Center for Child Leisure and Kiev organizes a competition for young museum guides.Summarizing the analysis, we can conclude that the dialogical forms gradually penetrate the process of museum work. However, the discursive part – namely, the "answer" - the response of the museum audience still requires higher attention and scientific research.
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Fomin, Kateryna. "Criteria, Indicators and Levels of Research of Future Teachers' Readiness for Organization of Dialogic Teaching for Primary School Students." Journal of Vasyl Stefanyk Precarpathian National University 7, no. 1 (April 21, 2020): 112–21. http://dx.doi.org/10.15330/jpnu.7.1.112-121.
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The article substantiates the necessity to study the criterion-content and level structure regarding the formation of readiness of future elementary school teachers to organize dialogic teaching. While creating the program of the experimental work the author has taken into account the basic postulations of psychological and pedagogical science, concerning the problem of the readiness of future specialists to organize dialogic teaching, professionalism of activity and communication and dialogic pedagogical communication. The article offers indicative criteria for studying the readiness of future elementary school teachers to organize dialogic teaching of students: need-motivational, cognitive, social-communicative, reflexive-value and operational-activity, as well as indicators of their detection. The levels of readiness of future elementary school teachers to organize dialogic training are determined - high, medium and low. The author presents the results of the empirical study of the state of students' readiness for dialogic teaching of primary school students according to the need-motivational criterion. The results of diagnostics of future teachers' motivation of achievement, understanding of their motivational structure of dialogic teaching, internal motivation of their readiness for self-development, resistance to external influences (in particular, results of ranking by the degree of importance of motives of future pedagogical professional activity) are presented. It is proved that the introduction into the process of training of primary school teachers of the author’s model allows to change substantially the motivation of future specialists for future professional activity.
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Santos, Erivaldo da Silva, Akynara Aglaé Rodrigues Santos da Silva Burlamaqui, and Aquiles Medeiros Filgueira Burlamaqui. "E-Dialogic: a proposal of a system for the production of dialogic didactic material." International Journal for Innovation Education and Research 7, no. 7 (July 31, 2019): 498–512. http://dx.doi.org/10.31686/ijier.vol7.iss7.1629.
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The present article is the product of a study on the creation of didactic material for education mediated by health-applied technology. The study resulted in the specification of software requirements for the E-Dialogic (Dialogic Didactic Material Production System), a pedagogical solution that allows the content maker to deepen his or her knowledge on the dialogic language, as well as to carry out activities that will aid in the association, construction, and conversion of dialogic texts. In this context, it is sought to provide the information that is necessary for the development of the E-Dialogic, such as purpose, description, attributes, and requirements for the system's implementation, testing, and approval. The construction of the requirements specification document focused on developing a software capable of advising the content maker in the elaboration of the didactic material, thus reducing the production time and providing more interactivity and better quality for the material, since the system will guide the content maker in the didactic-communicational transition process, moving from the scientific text to the interactional-dialogic text perspective. The proposal of this system is the product of a masters research in a university located in the northeast of Brazil. With this work, it is intended to contribute to the elaboration of digital content for instructional and self- instructional courses, thus expanding the possibilities of producing materials that are more dialogic and effective for learning.
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Palmén, Ritva. "Agreement in Conflict: Peter Alfonsi’s Dialogi contra Iudaeos and the Idea of Recognition." Medieval Encounters 22, no. 5 (November 24, 2016): 540–64. http://dx.doi.org/10.1163/15700674-12342237.
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In the last few decades, modern theological and philosophical research has witnessed the emergence of theories of recognition. In this article, I will show that current notions from recognition theory can be used as conceptual instruments for reading and interpreting Petrus Alfonsi’s multifaceted dialogue, Dialogi contra Iudaeos from around 1110. In the analysis of recognition between the actors of the Dialogi, it will be asked what the common basis for accepting arguments in the text is and how the author employs reason or authorities in the disputation, with the search for shared premises for discussion and common judging principles being important elements. The article also takes into account the rhetorical aspects of the treatise, analysing the various ways of positing the interlocutors and addressing arguments. It will be shown that the dialogic process itself, positive rhetorical praxis, and the commonly accepted diversity in argumentative paradigms are necessary for the elementary level of mutual recognition, which, however, still remains asymmetrical in character in Peter Alfonsi’s Dialogi.
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Petrova, Anna, and Nadezhda Sytina. "Asymmetry in Cognitive and Speech Development of Children: Dialogic Process in Intre- and Intrapsychological Aspects." SHS Web of Conferences 50 (2018): 01178. http://dx.doi.org/10.1051/shsconf/20185001178.
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The current paper deals with correlation between cognitive and speech development of children from the socialization perspective. It relies on the assumption that children thinking and speech processes develop asynchronously. The material consists of the experimental results of pilot tests with the use of the associative method. The peculiarities of cognitive and speech development of infants, speaking different languages, are considered. The experimental evidence suggests that preschool-aged children understand adult’s speech in a particular situation. The authors claim that children have better receptive language abilities rather than productive abilities. It is concluded that correlation between cognitive and speech development of children is connected with a dialogic process and mental activity on inter-and intrapsychological levels. The dialogic process shows that mental activity keeps its «quasi-social» character in intrapsychological aspect.
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Hersted, Lone. "Reflective Role-Playing in the Development of Dialogic Skill." Journal of Transformative Education 15, no. 2 (January 17, 2017): 137–55. http://dx.doi.org/10.1177/1541344616686765.
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Whether an organization prospers depends importantly on the relationships among its participants, and central to the success of relationships is the process of dialogue. This article describes an action-based educational practice for enhancing dialogical and relational skills among members of an organization. The effort draws on concepts of participatory research, collaborative learning, and dramatic acting. Specifically, the practice combines collaborative role-playing, polyphonic reflection, goal articulation, and facilitator cooperation to achieve educational ends. The project was carried out together with approximately 60 organizational members over a period of 18 months. Results suggest that this combination of practices enhanced dialogic, relational, and reflective skills among leaders and employees of the organization. Among the various results, particular attention is here paid to the outcomes of reflective role-playing for acquiring bodily awareness, changing and expanding perspectives, developing critical self-reflection, and enhancing relational consciousness.
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Kim, Hyunsu. "Towards a Dialogic Understanding of Children's Art-Making Process." International Journal of Art & Design Education 37, no. 1 (May 18, 2017): 101–12. http://dx.doi.org/10.1111/jade.12131.
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Aleixandre, María Pilar Jiménez. "Understanding as a dialogic process: voices from the classroom." Studies in Science Education 40, no. 1 (January 2004): 192–97. http://dx.doi.org/10.1080/03057260408560208.
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Carrillo, Anna, Sandra Girbés-Peco, Lena De Botton, and Rosa Valls-Carol. "The role of communicative acts in the Dream process: engaging Moroccan migrants in a community development initiative in urban Spain." Community Development Journal 54, no. 2 (October 24, 2017): 197–214. http://dx.doi.org/10.1093/cdj/bsx049.
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Abstract The present article offers relevant insights into how the evidence-based community development initiative known as the Dream process has had a positive impact on the inclusion, participation and leadership of a marginalized community of Moroccan immigrants in urban Spain. More specifically, we analyse how the commitment to promote dialogic communicative acts and to reduce power communicative acts during the process has attenuated some of the race, gender and class barriers that hindered the community’s involvement in dialogic and decision-making spaces aimed at improving their living conditions. In this article, we first introduce the state of the art using studies that have examined the role of interaction and deliberation in community development processes in disadvantaged contexts. Then, we briefly refer to the deterioration of the living conditions of the Moroccan immigrant population in Spain. Finally, we present the main results obtained from the qualitative case study research carried out through the implementation of the communicative methodology. This case study provides both theoretical claims and practical orientations to examine how dialogic approaches can contribute to community development processes in contexts severely affected by racial segregation and poverty.
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Kozachenko, Oleksiy. "Psychological, pedagogical and methodological principles of teaching dialogic foreign language speaking and the problem of classification of exercises." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 1 (134) (March 25, 2021): 69–74. http://dx.doi.org/10.24195/10.24195/2617-6688-2021-1-9.
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The article provides a theoretical analysis of psychological, pedagogical and methodological principles of teaching dialogic speaking. The relevance of the study is related to the need for scientific development and implementation of a model related to teaching dialogic speaking, which will effectively develop quality skills and relevant competencies. The methodological basis for teaching dialogic speaking is the systemic dynamic unity of interconnected and interdependent situational semantic and linguistic characteristics of this form of speaking realised in the model. The article pays attention to the main provisions of the theory of verbal communication which are a real basis for building a system of situational teaching / learning of dialogic speaking within a single complex “situation – meaning – language”. The gradual approximating of educational situations to natural dialogue is based on a number of well-known didactic principles, the observance of which is considered by the author as an important component of the teaching / learning system. Theoretical analysis of the problem regarding classification of exercises for teaching dialogic speaking as the main element of the educational process has been carried out. Basing on the analysis, it has been determined that an exercise should comprise situational, semantic (meaning-centred) and linguistic characteristics of dialogic speech; whereas their systematic application, while being trained, should be aimed at mastering stylistically marked units alongside syntactic and lexical-syntactic phenomena typical for conversational style of dialogic speaking, as well as at practicing a set of operations of semantic order and operations related to the memory peculiarities. Taking into account all these aspects will allow building an effective model of teaching / learning, namely to clearly formulate the requirements to the main component of the education system, to select the most effective ones, as well as to integrate them into an overall model aimed at developing skills and abilities of dialogic foreign language speaking.
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Brear, Michelle. "Process and Outcomes of a Recursive, Dialogic Member Checking Approach: A Project Ethnography." Qualitative Health Research 29, no. 7 (November 30, 2018): 944–57. http://dx.doi.org/10.1177/1049732318812448.
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There is limited empirical evidence about member checking, a long-standing qualitative research technique for establishing validity. I conducted directed content analysis of ethnographic data detailing the process and outcomes of a “dialogic” member checking approach I implemented in rural Swaziland. It involved 10 participants, checking results about their participation and empowerment as co-researchers in participatory health research. The process involved participants in four recurring stages: thinking independently, hearing findings, appraising findings, and negotiating final representations. It increased the transferability and accuracy (“transactional” validity) of the results by adding richly descriptive data and establishing the extent of participant agreement with my findings. It had emancipatory outcomes (“transformational” validity) including developing critical understandings, influencing the research trajectory to “give voice” to participants, and establishing more equitable researcher-researched relationships. Further development, implementation, and appraisal of recursive, dialogic approaches can advance member checking as a technique for enhancing “holistic” validity in qualitative health research.
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Juzwik, Mary, and Sal Antonucci. "Dialogic collaging to cultivate shame resilience in writing classrooms." English Teaching: Practice & Critique 19, no. 2 (April 8, 2020): 139–53. http://dx.doi.org/10.1108/etpc-04-2019-0052.
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Purpose Recently, practitioner literature in English education has taken up the issue of writing-related shame in classrooms, calling for teachers to help students develop resilience. One possible approach for nurturing shame resilience around writing is dialogic collaging: students make and dialogically engage with collages and with colleagues to explore the self-as-writer and to connect with others around writing struggles and joys. The purpose of this paper is to share and critically reflect on this pedagogical approach. Design/methodology/approach To share, interpret and consider the limitations and implications of the dialogic collaging pedagogy in service of writing-related shame resilience, the authors offer a multi-voiced narrative about one classroom instantiation of college, from the perspective of a university writing teacher and a student of writing. Findings On the interpretation, this story unfolds three central themes as follows: dialogic collaging can help students to develop a more realistic and situated sense of self-as-writer. That is, students can come to appreciate how “becoming a writer” is a process they – and others around them – are already in, rather than an unreachable achievement at which they will inevitably fail. The stance of playfulness nurtured through the dialogic collage process can provide a helpful distance between self and writing. These processes may – under certain conditions – support shame resilience. Research limitations/implications The conclusion reflects on whether more explicit attention to shame could be fruitful and on the dynamics of teacher vulnerability in writing classrooms. Practical implications The authors hope to inspire writing teachers – particularly in secondary, post-secondary and adult education – to engage with dialogic collaging as part of their pedagogical repertoires. Originality/value Dialogic collaging is a pedagogical approach not previously discussed in the literature on secondary and post-secondary writing instruction, offering one promising way to address writing-related shame. It can make visible and build solidarity around how others are also in the midst of a process of becoming – as writers and/or with writing. This appreciation can help nurture a more realistic, playful and shame-resilient stance toward self-as-writer.
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Ramis Salas, Maria Del Mar. "Contributions of Freire's Theory to Dialogic Education." Social and Education History 7, no. 3 (October 23, 2018): 277. http://dx.doi.org/10.17583/hse.2018.3749.
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The present article discusses how Paulo Freire was ahead of his time with his theoretical contributions by reflecting on the author’s groundbreaking insights, particularly those developed in his Pedagogy of the oppressed. To do so, the paper first introduces his Theory of Dialogical Action and the premises that explain how it established the theoretical grounds for some of the most relevant theoretical works in the Social Sciences such as Habermas’ Theory of the Communicative Action developed more than a decade after Freire’s work. The second part of the paper further explores the influence of the premises of the Dialogic Education, by reviewing the theoretical foundations of other major theoretical works and practical experiences that building on Freire’s work and the centrality of dialogue in the educational process continue enabling the creation of future through transformative educational experiences. In so doing, the impact that the legacy of one of the most relevant authors in the history of education has had upon most relevant theoretical conceptualisations as well as a successful practical key experiences is further explained.
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Zeng, Guocai. "The Embodied Grounding of Focal Parts in English Wh-Dialogues with Negative Answers." Forum for Linguistic Studies 2, no. 1 (October 28, 2020): 29. http://dx.doi.org/10.18063/fls.v2i1.1203.
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Negative answers are common types of responsive expressions to English wh-questions. From the theoretical perspective of Embodied-Cognitive Linguistics (Wang, 2014) and the dialogic view on meaning construction, this study takes English wh-dialogues with negative answers as the research object and regards such dialogues as a special group of dialogic constructions in conversation. This paper gives an account of the embodied properties of the semantic grounding process of dialogic focuses in such constructions, in terms of the types of the semantic grounding and the categories of semantic consistency of focal parts of wh-questions with those of negative answers, with the ultimate goal to decipher the cognitive mechanism by which wh-dialogues with negative answers are produced and construed in linguistic communication.
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Semenovska, Larysa. "SCIENTIFIC BASIS OF THE EDUCATIONAL DIALOGICAL INTERACTION IN THE HIGHER EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 15 (March 9, 2017): 17–25. http://dx.doi.org/10.33989/2226-4051.2017.15.175863.
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Based on analysis of the fundamental philosophical (M. Bakhtin, V. Kemerov,C. Frank et al.), psychological (V. Zinchenko, B. Meshcheryakov, A. Leontiev et al.) and pedagogical (I. Kolesnikova, O. Sydelkovskyy, E. Fedotova et al.) works found that the scientific basis for understanding the basics of interaction is a statement about the spiritual nature of man, the dialogical mode of existence in historical and cultural- educational and educational space. Proved that human interaction with the world and other people allows her to not only update the internal capacity, but also fill it structurally, meaningful, valuable and semantic aspects.The study found that immersion in this process allows comparison of thoughts, feelings and actions of the individual with their reflection in the minds of others, being the basis of its self-knowledge, self-fulfillment. Providing dialogic training interaction is extremely important for personal development and is the essence of educational activities. In the context of the study, this phenomenon is treated as a two-way process – learning and teaching that combines teacher and student as people made for a common goal, but are not identical in their social role, knowledge, experience, etc.Investigation of the nature and specifics of pedagogical interaction shows that it is a variant of social interaction, has its main features, the characteristics and at the same time realizing in the process of implementation specific, but very important for the formation of individual existence and purpose: to promote self-identity. Specificity dialogic educational interaction between teacher and students is that during the implementation of its self-study subjects interconnected phenomenon occurs largely contribute to this kind of phenomena and effects that arise. At the same time they can transform the content of educational interaction with the simple exchange of «exchange transformations» that gives new incentives for personal growth of participants this kind of contact. Proved that dialogic interaction study can be carried out only in the system of inter subjective relations. All this predetermines the presence of a specific inter subjective space, which intersect individual meanings and values. In the pedagogical process this space does not arises by itself, it's result of forming of the efforts of the teacher and student, adult and child, and so on.
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Kozachenko, Oleksiy. "Dialogue as a subject of teaching and its role in the communication process." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 2 (127) (August 29, 2019): 21–25. http://dx.doi.org/10.24195/2617-6688-2019-2-3.
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The theoretical analysis of the basics of teaching dialogical speech in foreign language classes has been carried out in the article. The theoretical analysis of the basics of teaching dialogical speech and our own experience of teaching a foreign language allows us to establish that one of the important tasks is to study the semantic aspect of a dialogical speech. Therefore, an attempt was made to analyze a semantic structure of the dialogical speech, which enabled determining a general scheme of its meaning organization and, on this basis, a general scheme of the development of skills and abilities in a dialogical speech in foreign language classes. The relevance of the research is connected with the need for scientific elaboration and practical implementation of the dialogic speech teaching system which will allow the teaching staff to effectively develop students’ language skills of high-quality. The dialogical form of oral speech is characterized by spontaneity which is considered to be one of the specific features of oral speech. Therefore, success can be achieved on condition that an effective methodology for teaching dialogical speech is elaborated. The role and place of the dialogue in the process of natural communication are defined in the article; an attempt to clearly distinguish between its monologue and dialogical forms is made. The interweaving of monologue and dialogical speech in natural speech activity facilitates their differentiation even for methodological purposes. The solution of this issue is directly connected with the situation- and speech-centred distinctions between the forms of speech and acts of communication. Particular attention is paid to the issue regarding the definition of the dialogue and establishment of its role and place in the process of natural communication and learning, a clear determination of the signs of the dialogical speech form through the prism of the psychological theory of speech communication. The psychological theory of speech communication, which takes into account, on the one hand, the interaction of communication partners and, on the other, the behavior of each of them, can be used as a basis for creating a system for teaching dialogical speech. The development of the basics of learning a dialogical speech, according to the author, should be carried out taking into account the activity-centred approach. Key words: methodology of teaching foreign languages, monological and dialogical forms of speech, psychological theory of speech communication, speech activity.
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Gwyn, Richard. "“Really Unreal”: Narrative Evaluation and the Objectification of Experience." Narrative Inquiry 10, no. 2 (December 31, 2000): 313–40. http://dx.doi.org/10.1075/ni.10.2.03gwy.
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The specific narrative feature of ‘evaluation’, as described by Labov and Waletzky (1967/97), is not a discrete and secondary structure, but rather is embedded in the continuous acts of description that constitute a story, as well in the second-order evaluations provided by reported speech. Making use of Bakhtin’s (1984) concepts of polyphony and dialogism and recent work on ‘active voicing’, it is argued that (a) evaluation is a continuous and constantly shifting process within the narrative encounter; and (b) within this process, polyphony becomes a means towards the objectification of personal experience. Narratives are not the static discourses of literary theory and structuralist analysis, but dialogically evolving episodes of interaction, in which evaluations are frequently co-constructed between speaker and listener. (Narrative, Evaluation, Polyphony, Dialogic, Co-constructed, Objectification)
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Matos Marques Simoes, Paula, and Mark Esposito. "Improving change management: how communication nature influences resistance to change." Journal of Management Development 33, no. 4 (April 8, 2014): 324–41. http://dx.doi.org/10.1108/jmd-05-2012-0058.
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Purpose – Little has been studied yet in terms of how communication nature influences change process. The purpose of this paper is to explore a case study that takes part in a broader research project, aimed to contribute in this direction. Design/methodology/approach – Mix methodology has been applied to the findings, to characterize resistance to change and communication nature within one organization under a radical change process. Findings – One main theoretical contribution is an instrumental grid to characterize dialogic communication nature. Originality/value – Findings of the case study originally indicate that resistance to change reduces under dialogic communication and by revealing how communication dimensions perform in time, practitioners may enhance guidelines to effective change communication management.
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Percy, Martin Andrew. "Facilitating the Acquisition of Critical Writing Skills? An Exploration of Pedagogical Practices Within a Business School at a New University in the UK." Journal of Contemporary Issues in Education 15, no. 2 (December 14, 2020): 104–19. http://dx.doi.org/10.20355/jcie29417.
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This case study of writing practices at a Business School at a “new university” attempts to ascertain whether a constructivist and dialogic pedagogical approach is utilised in order to facilitate the acquisition of critical writing practices among predominantly undergraduate non-traditional students. Constructivist learning theory assumes that knowledge is constructed by individuals through a phenomenological subjective interpretation of experience. Hence learning is a dialectic process resulting from a synthesis between preconceived ideas and reflections on experience. It is assumed that a student-centred dialogic approach to teaching is likely to facilitate learning and the acquisition of the higher critical skills within the disciplinary context. Therefore, dialogic feedback plays a crucial role in the learning process and guidance on the pre-writing tasks of selecting and evaluating source material, planning, feedback and disciplinary interpretations of criticality are likely to have an impact on the production of academic texts. The research triangulated semi-structured interviews with academics and students and incorporated an examination of educational artifacts. The paper concludes that assumptions of the unidirectionality of student-teacher relationships and a perception that the acquisition of critical skills is external to disciplinary practice may have mitigated against a truly dialogic approach to facilitate critical writing. In addition, the increasing marketisation of higher education and promotion of generic attributes to produce employable graduates has seemingly led to an emphasis of reproducing institutional normative perspectives and writing practices, thus blurring the distinction between education and training.
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MacIntosh, Robert, Nic Beech, Elena Antonacopoulou, and David Sims. "Practising and knowing management: A dialogic perspective." Management Learning 43, no. 4 (July 5, 2012): 373–83. http://dx.doi.org/10.1177/1350507612452521.
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This article develops a dialogic perspective on practising and knowing management. It builds on prior work which has considered the nature of management research as well as the relationship between those who research organizations and those that manage them. The article argues that practising and knowing are co-constitutive, dialogic processes and that viewing the process in this way helps move beyond views of knowledge production and consumption which centre on translation between communities. The article sheds new light on the nature of research relationships by presenting two ways of mapping the dynamics of these relationships in terms of dialogue.
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Kubow, Patricia K., and John M. Fischer. "Democratic Concept Development: A Dialogic Process for Developing Education Curriculum." Pedagogies: An International Journal 1, no. 3 (July 2006): 197–219. http://dx.doi.org/10.1207/s15544818ped0103_3.
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Tovares, Alla V. "Managing the Voices: Athlete Self-Talk as a Dialogic Process." Journal of Language and Social Psychology 29, no. 3 (August 3, 2010): 261–77. http://dx.doi.org/10.1177/0261927x10368829.
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Wiesner, Adam. "The Dialogic Process, Relational Approach, and Transformative Aspect of Interviewing." Oral History Review 48, no. 1 (January 2, 2021): 100–115. http://dx.doi.org/10.1080/00940798.2021.1894076.
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Romanova, Maria, Tatiana Fedorenko, Tatiana Savenkova, and Ekaterina Ryabova. "Development of positive socialization and dialogic speech in older preschoolers." SHS Web of Conferences 98 (2021): 01012. http://dx.doi.org/10.1051/shsconf/20219801012.
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The article deals with the problem of positive socialization of children in the course of dialogic speech development. At the early stages, the effectiveness of the socialization process of the individual largely depends on the development of skills and abilities of oral speech, in particular dialogic speech. The study aimed to develop the content, organization form, personal enhancement methods, and methodology of dialogic speech advancing as a factor of positive socialization of the child’s personality during preschool age. Based on the purpose of the study, a methodology has been developed which proves that the level of positive socialization depends on the development of skills and abilities of dialogic speech. The proposed program and methodology focus not only on the ability to build a dialogue in question-and-answer form but also on the ability of optimal listening (to hear the interlocutor, to make replicas-responses according to what was heard, to change the course of the conversation without deviating from its main topic), as well as etiquette and behavioral skills. During classes on the “Program on positive socialization and development of dialogic speech in older preschool children” developed based on the proposed methodology, along with dialogic speech, children develop important components of emotional intelligence: the ability to adequately express their own emotions; understand the emotions and motives of other people’s behavior; improve the skills of using nonverbal means (facial expressions, gestures, etc.) of communication in the course of dialogue; as well as to enhance the parameters that characterize positive socialization, such as self-esteem, independence, and successfulness. The program has passed an empirical test, which confirmed its effectiveness.