A Dialogic Model for Literature Teaching

Abstract

Based on theory and classroom experience, this paper argues that a unidimensional teaching method is less effective than a dialogic one in which a number of positions are presented, placed in conversation, and explored. Readers are encouraged on this model to explore a multitude of responses rather than look for a single interpretation. This can involve, moreover, an expansion of the content of traditional literature courses towards more popular materials such as popular movies and music.