Dialogic pedagogy, in which students and teachers voice thoughts, co-construct meanings, and generate multiple interpretations of texts, can promote literacy skills and reasoning. Yet, such teaching is challenging and requires, among other changes, adopting dialogic stances. In the language arts, expressive and critical reading stances have been shown to encourage and support dialogic discussions. How can teachers develop such dialogic reading stances? In this study, we investigated the processes through which teachers negotiated reading stances in a professional development program. Specifically, we studied teachers’ participation in rereading discussions designed to open texts to multiple interpretations as preparation for leading productive dialogue in language arts lessons. We used systematic observation and microethnographic methods to analyze nine rereading discussions among 17 teachers, coaches, and researchers. Five reading stances emerged in the discussions: expressive, critical, instrumental, moralistic, and historical. Focusing on three case studies, we investigated the interactional conditions under which dialogic stances did and did not emerge and the opportunities and limitations of different reading stances for opening texts to dialogue. Our analysis shows that dialogic stances gained legitimacy during discussions in which leadership and facilitation supported gradual elaborations of the text. In contrast to our initial assumptions, we found that expressive and critical stances sometimes narrow interpretive possibilities, whereas instrumental and moralistic stances can be generative of dialogue during rereading discussions. We show the potential of cultivating dialogic stances for the promotion of dialogic pedagogy in the language arts and discuss the advantages and limitations of rereading discussions as professional development.

中文翻译：

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讨论的开场白：发展对话式阅读姿势

对话式教学法，其中学生和教师表达思想，共同构建意义，并产生对文本的多种解释，可以提高读写能力和推理能力。然而，这种教学具有挑战性，除其他变化外，还需要采取对话立场。在语言艺术中，表达性和批判性阅读立场已被证明可以鼓励和支持对话讨论。教师如何培养这种对话式阅读姿势？在这项研究中，我们调查了教师在专业发展计划中协商阅读立场的过程。具体来说，我们研究了教师参与重读讨论的情况，这些讨论旨在打开文本以进行多种解释，以准备在语言艺术课程中领导富有成效的对话。我们使用系统观察和微观民族志方法分析了 17 位教师、教练和研究人员之间的九次重读讨论。讨论中出现了五种阅读立场：表达性、批判性、工具性、道德性和历史性。以三个案例研究为重点，我们调查了对话立场出现和不出现的交互条件，以及不同阅读立场对打开文本进行对话的机会和局限性。我们的分析表明，对话立场在讨论中获得了合法性，在讨论中，领导和促进支持逐步阐述文本。与我们最初的假设相反，我们发现表达性和批判性立场有时会缩小解释的可能性，而工具性和道德主义的立场可以在重读讨论时产生对话。我们展示了培养对话立场以促进语言艺术对话教学法的潜力，并讨论了重读讨论作为专业发展的优势和局限性。