ABSTRACT
This chapter focuses on implementing a dialogic pedagogy in the teaching of English where students are able to actively participate in their own learning and communicate their evolving understanding in spoken forms in whole-class and group-based activities. While most of the studies exploring the impact of a dialogic pedagogy on student learning have focused on group work, evidence is beginning to emerge of its impact in whole-class teaching. The chapter reviews the research supporting the implementation of a dialogic pedagogy in the teaching of English where students are able to actively participate in their own learning and communicate their evolving understanding in spoken forms in whole-class and group-based activities. It is clear from the research, however, that in order to bring about changes in underlying pedagogical practices in the primary and secondary English classroom through the implementation of a dialogic pedagogy, it is essential that teachers have supportive interactions with peers through modelling and feedback.
