Dialogic Responsiveness: Toward Synthesis, Complexity, and Holism in Our Reponses to Young Literacy Learners

Abstract

In this investigation of classroom literacy contexts, the term “dialogic responsiveness” is introduced and utilized in order to provide a holistic framework for synthesizing, researching, and describing the complexities of responsive dialogue. An in-depth perspective was provided via one reading teacher, who exemplified dialogic responsiveness, as she interacted with six focus students during literacy instruction. A breadth of perspectives was provided via four regular classroom teachers as they interacted with four of these focus students during literacy instruction. Findings reveal how these teachers were able to be responsive to the cultural, cognitive, emotional, motivational, and physical needs of young literacy learners. The findings also detail how each teacher's dialogic responsiveness influenced the literacy participation of students. The complexities of these findings are discussed by reviving and extending a metaphor used previously in the literature-the metaphor of weaving. This metaphor is argued to be useful because it provides holistic insight into the complexities of being dialogically responsive to young literacy learners. © 2002, SAGE Publications. All rights reserved.