A Systematic Review of Frameworks for Coding Towards Classroom Dialogue

Classroom dialogue, characterized by its interactive features and verbal encounters between teachers and students or among students, has been commonly used in teaching and learning. This paper conducted a systematic review of the coding frameworks used in the examination of classroom dialogue. We discussed over three main issues relating to the development of coding frameworks: linguistic ethnography versus sociocultural approach, coding units and levels, and objects of coding. The review indicates that there are six themes that a dialogic framework should encapsulate in its categories, which are prior knowledge, personal information, analysis, generalization, speculation and uptakes. With this knowledge, scholars and practitioners would become more competent in designing or selecting frameworks.