Effectiveness in dialogic language use despite deviations

In the new learning economy “ways of doing and being” have to come under scrutiny, especially in the context of teacher education. The instructor of the course in question here, namely a French as a second language teacher prepara tion course for the secondary level, used group interactions to develop students’ awareness of professional experience as linked to theoretical readings. We report here the results of an analysis of group notes following these discussions around the weekly assigned readings. These show overall effectiveness in getting students to gain improved professional judgment.