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Implementing Dialogic Pedagogy in the Primary English Classroom
1. Report/Respond
Dialogic education is a teaching-learning method that involves the use of dialogue between
students and teachers to build knowledge together (Rojas-Drummond et al., 2024). It involves
learners in meaningful communication that enhances their understanding and analysis of
information and ideas. In my Professional Experience 1 at a Stage 2 class, dialogic pedagogy
was incorporated by implementing structured group discussions and teacher-led questions during
the reading sessions. For instance, the teacher posed questions like ‘Do you think the character
did the right thing? Why or why not?’ or ‘If I were in the same situation, how would I have
acted?’
First, I was surprised by the level of activity of the students and how clearly they could
talk about their ideas. This way, one could notice that the dialogic approach facilitated their
interaction and encouraged the development of ideas based on the ideas of others. I also observed
that some students were hard to engage in meaningful discussions, and this was because of their
poor vocabulary or lack of ideas on what to write. This made me wonder how dialogic approach
can be implemented in a way that would be accessible for all students, particularly those who
have limited English proficiency or learning disabilities.
2. Relate
In my opinion, dialogic pedagogy is not a new concept to me but at the same time, it
poses some uniqueness. In regard to the advantages of such classes, as a learner, I have gained a
lot of benefits from classes that allow the freedom to discuss and share ideas with other learners,
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and receive feedback from them as well, which has assisted me in developing critical thinking
and self-confidence in presenting ideas. I appreciate the use of dialogic approaches but
understand the challenges that are likely to be encountered when applying the strategies in a
diverse primary class.
In theory, the dialogic approach is most closely related to the sociocultural theory by
Vygotsky that focuses on the importance of social interaction in the process of learning (Özyurt,
2022). According to Vygotsky, learning is only possible in the Zone of Proximal Development
(ZPD), which is the level of learning that can be accomplished with the help of a more capable
peer or tutor (Gehlot, 2021). This theory affirms the fact that students learn better through
proctoring from tutors and other students. Furthermore, Cui & Teo (2021) explains that dialogic
teaching is a form of teaching that uses talk to promote thinking and learning. The significance
of this pedagogy in teaching English is based on its potential to foster development of oral
language, understanding and thinking skills, which are crucial in literacy.
3. Reason
The following are some reasons as to why dialogic pedagogy is effective. According to
Rapanta & Felton (2022), classroom talk is a structured way of teaching, learning, reasoning,
collaboration, and language development. In my placement, the students who had a constant
interaction with the dialogic practices showed enhanced confidence in speaking and better
analysis of the texts. The effectiveness of dialogic learning is based on the fact that it is students
centered, promotes engagement, understanding and acknowledgement of other perspectives that
are key qualities for the learners in the 21st century (Mat & Jamaludin, 2024).
Implementing Dialogic Pedagogy in the Primary English Classroom
1. Report/Respond
Dialogic education is a teaching-learning method that involves the use of dialogue between
students and teachers to build knowledge together (Rojas-Drummond et al., 2024). It involves
learners in meaningful communication that enhances their understanding and analysis of
information and ideas. In my Professional Experience 1 at a Stage 2 class, dialogic pedagogy
was incorporated by implementing structured group discussions and teacher-led questions during
the reading sessions. For instance, the teacher posed questions like ‘Do you think the character
did the right thing? Why or why not?’ or ‘If I were in the same situation, how would I have
acted?’
First, I was surprised by the level of activity of the students and how clearly they could
talk about their ideas. This way, one could notice that the dialogic approach facilitated their
interaction and encouraged the development of ideas based on the ideas of others. I also observed
that some students were hard to engage in meaningful discussions, and this was because of their
poor vocabulary or lack of ideas on what to write. This made me wonder how dialogic approach
can be implemented in a way that would be accessible for all students, particularly those who
have limited English proficiency or learning disabilities.
2. Relate
In my opinion, dialogic pedagogy is not a new concept to me but at the same time, it
poses some uniqueness. In regard to the advantages of such classes, as a learner, I have gained a
lot of benefits from classes that allow the freedom to discuss and share ideas with other learners,
, 2
and receive feedback from them as well, which has assisted me in developing critical thinking
and self-confidence in presenting ideas. I appreciate the use of dialogic approaches but
understand the challenges that are likely to be encountered when applying the strategies in a
diverse primary class.
In theory, the dialogic approach is most closely related to the sociocultural theory by
Vygotsky that focuses on the importance of social interaction in the process of learning (Özyurt,
2022). According to Vygotsky, learning is only possible in the Zone of Proximal Development
(ZPD), which is the level of learning that can be accomplished with the help of a more capable
peer or tutor (Gehlot, 2021). This theory affirms the fact that students learn better through
proctoring from tutors and other students. Furthermore, Cui & Teo (2021) explains that dialogic
teaching is a form of teaching that uses talk to promote thinking and learning. The significance
of this pedagogy in teaching English is based on its potential to foster development of oral
language, understanding and thinking skills, which are crucial in literacy.
3. Reason
The following are some reasons as to why dialogic pedagogy is effective. According to
Rapanta & Felton (2022), classroom talk is a structured way of teaching, learning, reasoning,
collaboration, and language development. In my placement, the students who had a constant
interaction with the dialogic practices showed enhanced confidence in speaking and better
analysis of the texts. The effectiveness of dialogic learning is based on the fact that it is students
centered, promotes engagement, understanding and acknowledgement of other perspectives that
are key qualities for the learners in the 21st century (Mat & Jamaludin, 2024).
