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Abstract

Talk is learning’s secret weapon. Yet, talk is chronically undervalued as a learning tool. Dialogic talk, a rigorous, student-centered discursive approach, extends classroom dialogue beyond information exchange to stimulate critical thinking. Talk bolsters thought, generates ideas, expands knowledge, and crystalizes concepts to solidify understanding. Talk powers classroom dialogue through questions, discussion, argument, and interthinking, facilitating the exchange of ideas and information leading to deep learning.

Law school classrooms are paradoxically immersed in talk yet simultaneously anti-dialogic spaces. Despite the Socratic method’s reliance on dialogue, talk in law school is teacher-controlled and interrogative, muting student voices through hierarchical power dynamics.

This Article advocates for the transformative potential of dialogic talk in legal education. Drawing on empirical research, this Article proposes that rigorous discursive pedagogy, centered on dialogic talk, supports law students’ cognitive development, reading comprehension, critical analysis, and engagement. Dialogic spaces leverage academic rigor while creating collective, reciprocal learning communities where students can express their viewpoints, critique others, and develop their legal reasoning.

Dialogic talk is a powerful learning tool that enhances learning outcomes while simultaneously strengthening critical thinking, analytical skills, and academic rigor central to legal education.

Building on calls for reform for more inclusive law school spaces, this Article advocates for dialogic talk as a transformative approach to legal instruction. This Article discusses how small, intentional steps increase dialogic talk in law classrooms by including more student voices, incorporating more opportunities for students to think through or talk through questions before responding, and asking more open-ended questions that reveal student thinking.

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