The Multivoiced Classroom

Abstract

This article presents descriptions of and examples from qualitative case studies of 3 high school classrooms in Norway and the United States. The focus is on how classroom discourse and writing interact with each other and provide an important and unique instructional resource. The teachers in 2 of the classrooms consistently elicited, overtly valued, and helped develop student opinions and ideas. In this process, authentic questions and uptake were common, and a great diversity of voices was heard. Bakhtin's and Rommetveit's dialogical framework is used as the basis of analysis, as is Lotman's theory about the functional dualism of texts. The main argument is that the interaction of oral and written discourse increased dialogicality and multivoicedness and therefore provided more chances for students to learn than did talking or writing alone. In this way, the texts, both oral and written, were used to generate thoughts and opinions.

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