Dialogismo, razonamiento y cogniciónestudio empírico de la influencia de la conversación exploratoria en L2 sobre la inteligencia colectiva y su posible internalización

Abstract

The main aim of this study is analyse the impact of the implementation of an intervention program in primary education, whose objective is to develop the ability to learn through dialogue. To this end, the constructive interaction known as exploratory talk is promoted, in a context of content and language integrated learning (CLIL). Our intervention program intends to improve the performance of cooperative groups in two educational settings. The impact of this enhancement of exploratory talk on collective intelligence, group and individual reasoning capacity, communicative competence in L2 and basic competence in science and technology is investigated. Two 5th grade target classes were matched with two control groups (111 students in total) of the same age (between 9 and 11 years old). Data were obtained using a quasi-experimental pretest-postest design administering various tests: general proficiency in English as a second language, basic proficiency in Science and Technology, and non-verbal reasoning (by means of Raven’s Progressive Matrices). The latter instrument was administered both individually and collectively and the conversations of the groups were recorded during the collective tests for further analysis...