Unlike an univocal environment, a dialogic classroom seeks to generate understanding and meaning from classroom discussions (Otten et al., 2015). When a student provides an answer to a teacher’s question, the teacher will not simply inform the student if it is a correct or incorrect solution. Instead, the student’s solution will be used to generate discussions, debates, or even critiques in a way that is beneficial to student learning. The goal of the teacher in a dialogic classroom is to encourage student engagement in the learning process. In this type of classroom, discourse in which many, if not all, students participate is highly encouraged and expected. Ideally, the thoughts and ideas of many are used as thinking devices and will
