Being dialogic is in Fashion

Abstract

Most educators highlight the importance of their students speaking, talking, or discussing during the time they are in the classroom learning. This has made words such as "dialogical", "dialogicity" and "dialogue" have become a fashion that translates into many proposals of educational and methodological innovation that are carried out in schools. However, something becoming a trend is not always synonymous with achieving positive results. The case of dialogic teaching is no exception. In this sense, exploiting the potential of dialogue for learning is not simply about students speaking or answering questions orally about certain content; it goes much further and is much more complex. For this reason, it seeks to disseminate the contributions of the main authors in the field of dialogic learning in order to answer two questions: (1) why does dialogue help and contribute to learning? and (2) what can be done to improve the quality of learning through dialogue? Ultimately, the purpose is to bring education professionals closer to the evidence that supports the potential of dialogue to learn. In short, we conclude the importance of taking into account informative genres that allow dialogic teaching not only to be an empty fashion, but one that transforms practice with rigorous and correct evidence.