Dialogic teaching
in language classrooms
Do you
discover any
‘Rhinos’ in your
classrooms?
Do you know
what
RHINOs are?
Really Here In Name Only
When?
Where?
In what contexts?
How often are you a
‘Rhino’?
Well, how often do
you discover
‘parrots’ in your
class?
Common types of language
classroom talks




Expository
Interrogatory
Dialogic
Evaluative
Classroom talks as a vehicle
for …

Rote learning

Exposition or Explanation

Direct instruction

Scaffolded instruction
Classroom talks as a vehicle
for …

Problem solving

Task completion

Enquiry

Discussion …
Learning talks


The ability to narrate, explain,
question, answer, discuss, negotiate…
and
The preparedness to listen, to be
receptive to ideas
Teaching talk
 Rote (teacher – class) :
the drilling of forms, sounds etc. through
constant repetition
Recitation (teacher-class or teacher-
group):
cues to stimulate recall of what has been
learned
Teaching talk (con’t)
 Instruction/exposition (teacher-
class, teacher-group, teacherindividual):
instruct, impart information, explain
Teaching talk (con’t)

Scaffolded dialogue (teacher-class,
teacher-group, teacher-individual, pupilpupil):
cueing for responses from pupils through
structured or sequenced prompts
Teaching talk (con’t)
Discussion (pupil-pupil with or without
teacher):
talk among members intended to enable ideas,
information to be shared or problems to be
solved
The tripartite dialogic repertoire for
language teachers



Learning talk - narrate, explain, question and
answer, active listening …
Teaching talk - rote, recitation, exposition,
discussion, dialogue …
Interactive strategies (whole class teaching,
group work led by teacher, group work led by
students, paired work, one-to-one teacherpupil discussion)
Five dialogic principles
Collective:
T/P address learning tasks together
 Reciprocal:
T/P active listening and sharing
 Supportive:
P expresses freely in a supportive
environment

Five dialogic principles (con’t)
Cumulative:
T/P build on own ideas and construct new
understanding
 Purposeful:
T plans and steer classroom talk with
specific educational goals in view

Dialogic teaching and
Collaborative Lesson Planning
Manipulating and relating the tripartite
dialogic repertoire and the five dialogic
principles to curriculum planning, putting it
in action, and reflect
Teachers’ dialogues as triggers to
cycles of transformation
Growth and
Development
Reflections
Problem Situations
Cognitive /
Pedagogical Dissonance
Intervention Strategies
and Learning experiences
Teachers’ dialogues as triggers to
cycles of transformation
 Problem Situations
 Cognitive/ Pedagogical
Dissonance
Intervention Strategies and
Learning experiences
Teacher role
Goals
Input
Activities
TASKS
Learner role
Settings
The task is a piece of meaningfocused work involving learners in
comprehending, producing and/or
interacting in the target language, and
the tasks are analyzed according to
their goals, input, activities, settings
and roles.
(Nunan, 1992)
Reflections:
When?
How deep?
Who?
Why?
Features of interactive teaching
Surface features
 Engaging pupils
 Pupil practical and active involvement
 Broad pupil participation
 Collaborative activity
 Conveying knowledge
Deep features




Assessing and extending knowledge
Reciprocity and meaning making
Attention to thinking and learning skills
Attention to pupils’ social and emotional
needs/skills
The range of possible questions to
ask in teachers’ dialogues
On intentions/purposes




What were your intentions/aims/ in using
this strategy
How far successful?
Your expectations on pupils?
Did the context influence your purposes?
On Self awareness


Feelings at the moment?
Roots to this feeling?
On Technical reflection





What were you doing?
How did you decide what outcomes were
appropriate?
Why chose this strategy?
Breaking down into different aspects
How prior experiences influence your
actions?
On Practical reflection




Your assumption?
Alternate actions/solutions?
Other sources of alternate knowledge?
What values were presented in your
teaching?
On Critical reflection




What ethical/moral choices made?
What wider forces applied?
How are pupils affected by your actions?
Does the practice offer equality?
Moyles et. al. (2003)
Interactive Teaching in the Primary School

Growth and development in
knowledge, skills and dispositions in
language teaching and learning
What has been learned?
How is it learned ?
Variations in the curriculum design and teaching
strategies by schools – focus of dialogues in the
sharing session
Group 1
Moving away from guided
writing
- Encouraging discussion
among pupils
Variations in the curriculum design and teaching
strategies by schools – focus of dialogues in the
sharing session (con’t)
Group 2
Using graphic organizers to improve reading
and writing
- Interacting with the prints for meaning
Variations in the curriculum design and teaching
strategies by schools – focus of dialogues in the
sharing session (con’t)
Group 3
Promoting oral interaction
The Input – Practice – Feedback loop
Variations in the curriculum design and teaching
strategies by schools – focus of dialogues in the
sharing session (con’t)
Group 4
Journal writing as a method to
improve students’ writing
- Allowing genuine
communication between
teachers and students
Variations in the curriculum design and teaching
strategies by schools – focus of dialogues in the
sharing session (con’t)
Group 5
Students
Construct
meaning
Reading workshop
- Using instructional
strategies to help
construct meaning from
texts
Texts
Teachers
Gp.
Topic
School
Venue
1
Moving away from
guided writing
SKH St. Peter’s Primary
School (AM&PM)
Room 407
2
Using graphic
organizers to improve
reading and writing
PLK Leung Chow Shun
Kam Primary School (PM)
Room 406
3
Promoting oral
interaction
Chai Wan Kok Catholic
Primary School (AM)
4
Journal writing as a way
to improve students’
writing
Mission Covenant Church
Holm Glad Primary School
Room 405
Reading workshop
Canton Road Government
Primary School
Room 404
5
Conference
Room G/F
A final note
Beyond the dialogue of the voices,
then, is a dialogue of minds.
(Alexander, 2005)