This study consists of longitudinal research across a network of schools. In this research, participant schools are involved in learning contexts where part of the curriculum is delivered through a different language i.e. CLIL (Content and Language Integrated Learning): CLIL/EMILE European Dimension Actions, Trendsand Foresight Potential Report (Marsh, 2002).Whilst the rapidly growing CLIL movement across Europe is calling for a robust evidence-base to document learner gains and effective pedagogies, the processes emerging in this study are applicable to any professional learning communities.

This paper investigates dialogic processes through which teacher-learner researchers interpret ‘innovative learning experiences’ as a catalyst for reflection, self-agency and shared understandings about learning. These processes are organic and grow from classroom evidence ‘owned’ by teachers and their learners in which learners articulate their understanding of effective learning; teachers articulate their Theories of Practice (Van Lier, 1996) and a researcher engages in scaffolding professional learning through virtual and face-to-face coaching.   

The ITALIC project (Interacting for Teaching And Learning In CLIL) links fifteen secondary schools distributed across the UK.  Participatory class-based inquiry by teachers and learners supported by a researcher, focuses on the micro level within each class and school as well as between schools. At the same time, ‘outsider’ research at the macro level investigates the potential of the inquiry-findings for creating an evidence-base of effective classroom practice (as identified by learners and teachers) for wider dissemination including conditions for developing organic and complex learning communities. The research questions at classroom level and agreed by learners and teachers are:

·         When does learning take place?

·         How or why does learning happen?

·         What are the implications for a) learner achievement and b) motivation?

Using Bakhtinian perspectives on dialogic spaces (Bakhtin 1981) and the work of Mercer et al (2007), Wegerif (2005) and Wells (1999), the teacher-learner researchers, engage in the LOCIT process (Lesson Observation and Critical Incident Technique) (Kerry, 2005; Coyle, 2006; Coyle, 2007;Coyle, 2010). LOCIT is a dialogic mediating tool where the teachers and learners select a lesson with a defined focus of classroom practice, to film and edit using critical incident analysis. A critical incident is defined as the identification of and justification for any kind of ‘learning moment’. Teachers and small groups of learners analyse the lesson independently before comparing video clips by reasoning and justifying their choices. This process acts as a prompt for a deep level of reflection, discussion and understandings about when, how and why learning takes place backed up by participant evidence (ie clips of learning moments). These analytic processes take place in a virtual space using a bespoke digital tool which enables learners as well as teachers to share their understandings of the nature of effective learning within and across schools using their preferred mode: audio and/or video narrative, text, tweets etc. The learner-teacher dialogues lead to a unique learner conference (organised by the learners for the learners) where experiences are shared and used to inform subsequent teaching and learning.

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