The effectiveness of dialogic teaching in developing historical and linguistic thinking skills for student-teachers of English and history

Abstract EN

The problem of the current research was stated in the low level of the English language and History student-teachers' Historical and Linguistic thinking skills.

A dialogic teaching- based program in teaching "History of English Literature" and "Historical Texts in English", thus, was designed and implemented to measure its effectiveness in developing the Historical and Linguistic thinking skills for student-teachers of English and History.

Eighty-four student-teachers of English and fifty-six student-teachers of History, from the Faculty of Education-Assiut University, were randomly selected and divided into four homogeneous groups: English-major-experimental (40) and control (44); and History-major-experimental (29) and control (27).

A scale for measuring Historical thinking and a Linguistic thinking scale were applied to the four groups before and after exposing the experimental groups to the program.

A Dialogic-Teaching-based program was used in teaching "History of English Literature" and "Historical Texts in English" for the experimental groups whereas the student-teachers of the control groups were instructed using the traditional methods of teaching.

Subjects' scores on the pre-post application of the Historical thinking scale and the Linguistic thinking scale were calculated and analyzed statistically by using T-test and (ŋ²).

Highly significant differences on the post application of the two scales on the control and experimental groups were indicated in favor of the experimental ones.

This reflects the effectiveness of the research program.

It is recommended that care should be given for developing thinking skills for student-teachers.

Dialogic teaching is recommended also to be used in teaching students in other stages.