View in EDS

The Fluid Manual: A Polyphonic Alternative in Foreign Language Education

Saved in:
Bibliographic Details
Title: The Fluid Manual: A Polyphonic Alternative in Foreign Language Education
Language: English
Authors: Michele Broccia, Chrysi Rapanta
Source: Dialogic Pedagogy. 2026 14(1):A1-A32.
Availability: University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: http://dpj.pitt.edu
Peer Reviewed: Y
Page Count: 32
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Adult Education
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Educational Resources, Teaching Methods, Second Language Instruction, Adult Learning, Dialogs (Language), Teacher Student Relationship, Textbooks, Instructional Materials, Adjustment (to Environment)
Geographic Terms: Portugal (Lisbon)
ISSN: 2325-3290
Abstract: This empirical study explores a dialogic alternative to the conventional, fixed foreign language textbook by introducing the concept of a fluid manual--a pedagogical resource co-constructed dynamically through classroom interactions between teacher and adult learners. Grounded in Bakhtin's theory of dialogism and heteroglossia, the fluid manual embraces the multiplicity of voices and meaning-making processes inherent in language use, positioning each lesson as a unique and collaborative event. Rejecting monologic, pre-determined content, this approach enables learners and teachers to shape the curriculum in real-time, using evolving questions, answers, and reflections as the core instructional material. Inspired by recent developments in digital collaborative logbooks, this intervention was implemented in two adult English language courses in Portugal, targeting absolute and advanced beginners. Through qualitative analysis of participant opinions and perceptions, the study reveals that the dialogic classes resulting in the fluid manual significantly enhanced learner motivation, autonomy, and engagement, while fostering a deeper connection to the learning process. Participants reported feeling more empowered and invested in their learning, attributing this to the co-authored nature of the content and the space for their voices to emerge and be transformed dialogically. The findings suggest that textbook-free teaching grounded in dialogism offers a viable and impactful alternative in language education, particularly for adult learners, by creating learning environments that are socially responsive, psychologically rich, and pedagogically inclusive. We do, however, acknowledge several constraints to the implementation of dialogism as a language teaching and learning approach, most of them related to the pre-established relationship between teacher and students in the conventional educational institutions and the objective oral expression limitations in the foreign language from the learners' part. We conclude by affirming the educational potential of materials and methods that privilege interaction over transmission, and that recognize language learning as a fundamentally heteroglossic and co-authored process.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497214
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1497214
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1497214
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Fluid Manual: A Polyphonic Alternative in Foreign Language Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Michele+Broccia%22">Michele Broccia</searchLink><br /><searchLink fieldCode="AR" term="%22Chrysi+Rapanta%22">Chrysi Rapanta</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Dialogic+Pedagogy%22"><i>Dialogic Pedagogy</i></searchLink>. 2026 14(1):A1-A32.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: http://dpj.pitt.edu
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 32
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Learning%22">Adult Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Portugal+%28Lisbon%29%22">Portugal (Lisbon)</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2325-3290
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This empirical study explores a dialogic alternative to the conventional, fixed foreign language textbook by introducing the concept of a fluid manual--a pedagogical resource co-constructed dynamically through classroom interactions between teacher and adult learners. Grounded in Bakhtin's theory of dialogism and heteroglossia, the fluid manual embraces the multiplicity of voices and meaning-making processes inherent in language use, positioning each lesson as a unique and collaborative event. Rejecting monologic, pre-determined content, this approach enables learners and teachers to shape the curriculum in real-time, using evolving questions, answers, and reflections as the core instructional material. Inspired by recent developments in digital collaborative logbooks, this intervention was implemented in two adult English language courses in Portugal, targeting absolute and advanced beginners. Through qualitative analysis of participant opinions and perceptions, the study reveals that the dialogic classes resulting in the fluid manual significantly enhanced learner motivation, autonomy, and engagement, while fostering a deeper connection to the learning process. Participants reported feeling more empowered and invested in their learning, attributing this to the co-authored nature of the content and the space for their voices to emerge and be transformed dialogically. The findings suggest that textbook-free teaching grounded in dialogism offers a viable and impactful alternative in language education, particularly for adult learners, by creating learning environments that are socially responsive, psychologically rich, and pedagogically inclusive. We do, however, acknowledge several constraints to the implementation of dialogism as a language teaching and learning approach, most of them related to the pre-established relationship between teacher and students in the conventional educational institutions and the objective oral expression limitations in the foreign language from the learners' part. We conclude by affirming the educational potential of materials and methods that privilege interaction over transmission, and that recognize language learning as a fundamentally heteroglossic and co-authored process.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1497214
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1497214
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 32
        StartPage: A1
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Educational Resources
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Adult Learning
        Type: general
      – SubjectFull: Dialogs (Language)
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Adjustment (to Environment)
        Type: general
      – SubjectFull: Portugal (Lisbon)
        Type: general
    Titles:
      – TitleFull: The Fluid Manual: A Polyphonic Alternative in Foreign Language Education
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Michele Broccia
      – PersonEntity:
          Name:
            NameFull: Chrysi Rapanta
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 2325-3290
          Numbering:
            – Type: volume
              Value: 14
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Dialogic Pedagogy
              Type: main
ResultId 1