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The Liberated Dialogue, or “Let the Kids Make Up Their Own Dialogues”
Author(s) -
Ghan Zoe Ann,
Rickel Kathryn
Publication year - 1969
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.1969.tb01282.x
Subject(s) - creativity , feeling , grading (engineering) , appeal , originality , variety (cybernetics) , mathematics education , psychology , class (philosophy) , pedagogy , social psychology , epistemology , computer science , engineering , law , philosophy , civil engineering , artificial intelligence , political science
Creativity as a key to learning has been brought out in original dialogue situations developed by students of Whitney and Byrd Junior High Schools in Tulsa, Oklahoma. Although the learning of prepared dialogues is basic as a building block, originality brings forth a free and more natural use of the target language, at the same time it gives the student a better understanding of the principles on which he is working, and also creates an air of fun and enjoyment. However, this does not mean that the serious side of learning or the element of grading is overlooked. In fact, pupils may be graded on a greater variety of things than in usual class procedure. Building original dialogues calls for group work, physical activities, and free expression of ideas, all of which appeal to students on a junior high level. The result of the original dialogue gives many students a feeling of accomplishment not attainable in everyday class work.