The features of dialogic classrooms are well researched and theorised, yet the nuanced actions of dialogic teachers as they enable such a context are less well defined. This study takes a linguistic ethnographic approach to unpack the subtle differences in approach that three teachers take in their primary classrooms. The study is uniquely positioned in that all teachers were part of a larger project where they engaged in a series of lessons promoting dialogic interactions and discussions that aimed to foster tolerance, empathy and inclusion. As such they followed the same lesson plan – though each took the discussion in a different direction. Results find that analysis at macro and micro level, drawing on linguistic ethnographic methodology, in addition to well-established modes of dialogic analysis, highlighted the importance of seemingly minor discourse features that had significant impact on the resulting responses from children. Additionally, in all classes a common ethos of community and shared commitment to learning goals, norms for classroom discussion, and an affective convergence of social cohesion was apparent.

对话教室的功能已经得到了很好的研究和理论化，但是对话老师在实现这种环境时所采取的细微动作还没有得到很好的定义。这项研究采用一种语言人种学方法，以揭示三位教师在其主要课堂中所采取的方法上的细微差异。该研究的独特之处在于，所有教师都是一个较大项目的一部分，他们在该项目中参加了一系列课程，以促进对话互动和讨论，以促进宽容，同情和包容。因此，他们遵循相同的课程计划-尽管每个人都将讨论放在不同的方向。结果发现，除了完善的对话分析模式外，还基于语言人种学方法论从宏观和微观两个层面进行了分析，强调了看似次要话语功能的重要性，这些话语对儿童由此产生的反应具有重大影响。此外，在所有班级中，共同的社区精神和对学习目标的共同承诺，课堂讨论的规范以及社会凝聚力的有效融合是显而易见的。