Dialogic talk affords students opportunities to share ideas and co-construct knowledge while developing various literacy skills such as perspective taking, text comprehension, and argumentative reasoning. In this study, we examine how seventh- and eighth-grade students in four classrooms discuss a controversial topic about changing a National Football League team's controversial name and analyze their discursive roles using thematic content analysis. We provide dynamic profiles of student speakers, including those who take on primary, secondary, tertiary, and periphery roles within discussions. We also discuss how these roles shift and provide implications for teachers who engage students dialogically around controversial, yet essential, topics.

中文翻译：

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参与的角色：分析青少年学生在有争议的讨论中的谈话

对话式谈话为学生提供了分享想法和共同构建知识的机会，同时培养各种读写技能，如观点采择、文本理解和论证推理。在这项研究中，我们研究了四个教室的七年级和八年级学生如何讨论有关更改国家橄榄球联盟球队有争议的名称的争议话题，并使用主题内容分析来分析他们的话语角色。我们提供学生演讲者的动态档案，包括那些在讨论中担任小学、中学、大学和外围角色的学生。我们还讨论了这些角色如何转变，并为那些围绕有争议但重要的话题与学生进行对话的教师提供了启示。