Dialogic thinking places a central importance on dialogue in stimulating thinking and learning. For example, in this project the act of composing a group multilingual digital story brought the varied perspectives and voices of studentsinto play. This creative process helps students learn how to structure their ideas and think dialogically.
‘Dialogic, as opposed to monologic, assumes that there is always more than one voice. More than this, dialogic assumes that meaning is never singular but always emerges in the play of different voices in dialogue together …. The point of dialogic education, is therefore, not so much transmission of representations, but drawing students into participation in dialogues in an ultimately unbounded context’ (Wegerif, 2013: 3).
Wegerif, R. (2013) Dialogic: Education for the Internet Age: London: Routledge