Maite Santiago Garabieta

Dialogic Literary Gatherings (DLGs) are an interactive and dialogic learning environment in which students read and discuss the greatest literary works of humankind. Previous studies have shown the DLGs have reversed the traditional monologic discourse in the classroom by promoting active and equal participation of all students in a whole-classroom setting. In this way, the gatherings create affordances for productive dialogue and argumentation, promoting higher-order interactions and critical thinking of students when creating their own discourses. More specifically, DLGs. They are carried out through reading and discussing universally known classic literary works. DLGs were analysed within the large-scaled EU-funded INCLUD-ED project – Strategies for inclusion and social cohesion in Europe from education (FP6). As a result, this research identified educational actions that led to educational success and social cohesion and were replicable and sustainable in many diverse contexts. The DLGs were identified as one of these Successful Educational Actions currently implemented in more than 9000 schools in Europe and Latin America.

Whereas there is evidence regarding the benefits of DLG for the acquisition of basic skills and social development of students, less is known about its potential to develop L2 learning and to enable learners to produce sophisticated contributions using it. On the basis of two recently published articles (Santiago-Garabieta et al. 2021; Santiago-Garabieta et al. 2022), this seminar will focus on the impact of DLGs on the development of cognitive and socio-emotional aspects of oral communication in L2. Future implications of the study will be discussed.

Maite Santiago Garabieta (Universidad de Deusto)

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