Polylogues: What/Why/How We Teach Them

“Poly” means “many” or “more than one.” “Logue” refers to “speech.” A polylogue, therefore, refers to many or multiple speeches--i.e., multiple voices, multiple texts, multiple perspectives.


“Polylogue is basically a fundamental way of conversation and an exchange of ideas.”
Excerpt from: Tella, Seppo. “Components of Media Communication Education.” University of Helsinki. Department of Teacher Education. 1995. 7 Jun. 2008 <http://www.helsinki.fi/~tella/150.html>.


"We are teaching—our students and ourselves—through the medium of textuality, in its discursive and historically constituted structures, to explore and study themselves as 'subjects.' [. . .]. Our goal is [. . .] to develop the skills and confidence (and some understanding of the epistemological underpinnings) to become strong readers of texts—'masterworks' and others—to be able to analyze the ideological dimensions of writing, of our own and others’ readings, to raise questions of class, gender, race, and agency in relation […]. In short, we are teaching our students not only a 'subject'—English or literature—but also the ways through which they might know themselves as 'subjects'" (195).
Excerpt from: Waller, Gary. “Polylogue: Ways of Teaching and Structuring the Conflicts.” Critical Theory and the Teaching of Literature: Politics, Curriculum, and Pedagogy. Eds. James Slevin and Art Young. Urbana: NCTE, 1996. 189-206.


"In order to facilitate dialogue, the teacher has to be able and willing to give up his own monologue. Dialogue will change into an authentic polylogue only if constructivist principles are respected and mutual discussion encouraged."
Excerpt from: Tella, Seppo. “Components of Media Communication Education.” University of Helsinki. Department of Teacher Education. 1995. 7 Jun. 2008 <http://www.helsinki.fi/~tella/150.html>.


"Once the students learn the rules of discourse, they can experiment with the rules; they can challenge their territory. The monologue can be replaced with meaningful dialogue, or polylogue […]. The instructor can help her students recognize the rules as tools to communication. […]. Once students feel comfortable in their structure, they are able to rely less on the instructor's monologue and can speak with authority and authenticity. These are moments when […], when learning is internalized, when ownership is shifted from the instructor (or the root) to the student."
Excerpt from: Howard, Shannon. “The Value of Reterritorialization and Contained Lines of Flight in the Composition Classroom.” Northeastern State University. 12 Jun. 2008 <http://arapaho.nsuok.edu/~malonect/Howard.htm>.