ABSTRACT
This chapter aims to map the terrain of dialogic literacy pedagogies according to value orientation. The increased visibility of dialogic literacy pedagogy raises the stakes around clearly articulating what scholars mean by it, particularly given that it carries the echoes of varied voices and traditions. Value orientation toward dialogic pedagogy provides insight into the role of verbal interaction in literacy learning. It suggests that talking with students offers something that talking at students typically does not. Yet, there are several limitations with setting the parameters for dialogic literacy pedagogy exclusively in this way. The chapter focuses on one dimension of language often highlighted within discussions of dialogic pedagogy, teacher language, and explain why it is not a value orientation. Thinking about teacher moves can be analytically and pedagogically useful. For teachers seeking to become more dialogic, understanding how linguistic moves work, and learning to consciously engage in certain promising moves, can be concrete and potentially powerful steps.
