A dialogic whole: Creating space for student talk in digitally-rich language classrooms in England, France and Norway

Despite indications that digital technology transcends traditional approaches to classroom instruction, evidence of the role of digital technology during student talk in language classrooms is scarce. This paper presents findings from the large-scale European project LANGUAGES. Through a sociocultural lens on student talk during 72 video-recorded language lessons in England, France and Norway, we examined 36 secondary classrooms of English and French. Using a mixed methods approach to video-recorded instruction, we found student talk typically occurring during oral interaction, seldom during oral production, and frequently in the presence of digital technology, such as PowerPoint-led teaching (England, France) and individual laptops (Norway). However, in a quarter of the observed lesson time, students talked in the absence of digital technology. Implications include insights into the importance for teachers and teacher education of consciously creating a dialogic whole in language classrooms through creating space for student talk both with and without digital technology. • The observed language classrooms were highly digital and communicative spaces. • In England and France, PowerPoint-led teaching typically framed student talk. • In Norway, student talk was freer and included laptops during discussions. • L2 English in Norway resembled L1 in England and France more than other L2 contexts. • Student talk occurred more often in the presence than absence of digital technology.