Topic: Young Learners | Student agency and voice through dialogic teaching and reflective writing
Presenter: Daniela Rothwell
Presentation details
In an age of increasing standardisation and outcome-driven language education, how can we support teenage learners to grow not only as users of English, but as thoughtful, expressive individuals? This session explores an approach to English language teaching grounded in Gert Biesta’s concept of subjectification, focusing on the development of student agency and voice through dialogic teaching and reflective writing.
Through carefully structured classroom dialogue, students are encouraged to discuss topics such as identity, culture, and global challenges. These conversations provide a foundation for reflective writing, where learners are invited to express their own perspectives and make meaningful connections to their lives. Writing becomes more than a language exercise; it becomes a way for students to explore their thoughts, question assumptions, and engage with the world around them in a personal and thoughtful way.
The session introduces practical strategies that promote dialogue and reflection in teenage ELT classrooms. Examples from real classroom settings will illustrate how students respond to these practices, showing increased confidence, emotional investment, and critical awareness.
By positioning language education as a space for personal growth and meaning-making, this session highlights the importance of fostering subjectivity in young learners. Participants will gain practical tools and theoretical insights to support the development of reflective learners through dialogic teaching and writing.
About the presenter
Daniela Rothwell is a DProf student in TESOL at the University of St Andrews and an experienced educator based in the Czech Republic. She teaches English at a Cambridge International School and serves on the ITE accreditation committee for the Czech Ministry of Education.
Prior to this, Daniela worked as a Lecturer in Education and as an Assistant Headteacher in a London primary school. Her research focuses on dialogic teaching, pupil voice, and inclusive strategies for multilingual and minority ethnic learners.