There is a large literature on the types of classroom dialogue that are theorised to be productive for learning; however, there is very little evidence for whether these forms of dialogue are more common, applicable or impactful in certain subjects. This mixed-methods study explored how dialogue unfolds in different curriculum contexts. Classroom dialogue was examined through naturalistic observations of English, mathematics and science lessons involving children aged 10–11 in primary schools in England. The Cambridge Dialogue Analysis Scheme (Vrikki, Wheatley, Howe, Hennessy, & Mercer, 2019) was used to investigate the frequency of key dialogue features in 72 lessons. Statistical analysis identified that reasoned dialogue is more frequent in mathematics and both English and mathematics have a proclivity towards more elaborated dialogue (clarifying/building on ideas) in comparison to science. Furthermore, relationships between student attainment and subject dialogues were examined in 63 lessons through multi-level modelling, revealing that elaboration of own and others' ideas (in conjunction with reference to the wider context) in English was associated with student attainment in reading and spelling, punctuation and grammar. No other significant associations between subject dialogues and student attainment emerged. The findings have highlighted that teacher professional development on dialogue should be sensitive to the disciplinary context.

有大量关于课堂对话类型的文献，理论上这些对话对于学习是有成效的。然而，几乎没有证据表明这些形式的对话在某些主题上是否更常见、更适用或更有影响力。这项混合方法研究探讨了对话如何在不同的课程背景下展开。通过对英格兰小学 10 至 11 岁儿童的英语、数学和科学课程的自然观察，对课堂对话进行了检验。剑桥对话分析方案（Vrikki、Wheatley、Howe、Hennessy 和 Mercer，2019）用于调查 72 节课中关键对话特征的频率。统计分析发现，与科学相比，推理对话在数学中更为频繁，并且英语和数学都倾向于进行更详尽的对话（澄清/建立在思想基础上）。此外，通过多层次建模在 63 节课程中检查了学生成绩与主题对话之间的关系，揭示了用英语详细阐述自己和他人的想法（结合更广泛的背景）与学生的阅读和拼写成绩相关、标点符号和语法。学科对话和学生成绩之间没有出现其他显着关联。研究结果强调，对话方面的教师专业发展应该对学科背景敏感。通过多层次建模，在 63 节课中对学生成绩和主题对话之间的关系进行了检查，结果表明，用英语详细阐述自己和他人的想法（结合更广泛的背景）与学生在阅读、拼写、标点符号方面的成绩相关和语法。学科对话和学生成绩之间没有出现其他显着关联。研究结果强调，对话方面的教师专业发展应该对学科背景敏感。通过多层次建模，在 63 节课中对学生成绩和主题对话之间的关系进行了检查，结果表明，用英语详细阐述自己和他人的想法（结合更广泛的背景）与学生在阅读、拼写、标点符号方面的成绩相关和语法。学科对话和学生成绩之间没有出现其他显着关联。研究结果强调，对话方面的教师专业发展应该对学科背景敏感。标点符号和语法。学科对话和学生成绩之间没有出现其他显着关联。研究结果强调，对话方面的教师专业发展应该对学科背景敏感。标点符号和语法。学科对话和学生成绩之间没有出现其他显着关联。研究结果强调，对话方面的教师专业发展应该对学科背景敏感。