Page: 177-199 Author: Tůma, F. Key words: classroom interaction, classroom communication, dialogism, educational research
The aim of the present study is to review research on classroom interaction in the years 1990–2012. We understand classroom interaction to be the mutual influencing of teacher and learners while teaching and learning. Having outlined the development of research on classroom interaction since the 1960s, we view classroom interaction from the perspective of dialogism, which we define as a theoretical and epistemological framework assuming interaction as the unit of analysis. The review comprises studies published in four Czech educational journals. Out of 21 studies on classroom interaction, 13 studies were empirical. These studies were critically analysed in the light of dialogism. Important findings include the fact that a substantial number of empirical studies dealt with partial aspects of classroom interaction (mainly teacher questions and evaluation; learner responses). Apart from that, a number of studies abstracted from the context when analysing classroom interaction. In addition, in five studies theoretical background underlying classroom interaction was absent. These findings seem to suggest that dialogism was not employed in a number of empirical studies. Dialogism appears to be a relevant theoretical and epistemological framework for researching classroom interaction despite its being present to a greater extent in only three studies.