ABSTRACT
Different forms of dialogic education and their implementation across classrooms and schools have generated instances of transformed teaching and learning and have created high-quality learning environments that benefit all students. The dialogic shift of societies and sciences has taken a greater significance across disciplines and has also had an impact on teaching and learning. The emergence of a dialogic modernity based on a rationality grounded in communication played a crucial role to enhance understanding and consensus among people as subjects capable of language and action. In Interactive Groups, non-teacher adults foster students’ interactions for everybody to participate and succeed in the learning task while being supported by the group. R. Valls and L. Kyriakides showed that adults with minority backgrounds, with little formal education – sometimes illiterate persons – and who have experienced important developmental threats throughout their lives can successfully guide dialogic interaction in classroom settings through the use of their funds of knowledge.
