Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge

Abstract

As an effective teaching approach that allows teachers and students to interact collaboratively and actively build on each other’s ideas, dialogic teaching can enhance classroom engagement and learning outcomes. This study addresses the use of dialogic teaching for improving English language learning among Chinese children with varied levels of English vocabulary. It focuses on the effects of dialogic teaching on vocabulary knowledge and phonological awareness. Seventy-two first graders from Hong Kong primary schools were tested on English vocabulary knowledge and phonological awareness and were assigned to control and experimental conditions. A 12-week dialogic teaching intervention was implemented in daily English lessons. Results from repeated measures ANOVA showed that students in the experimental condition with dialogic teaching implemented exhibited significantly greater growth in expressive vocabulary knowledge on textbook items in both low and high vocabulary groups, and greater gain in phonological awareness in the high vocabulary group, than those in the control condition. These results suggest that dialogic teaching in English-as-a-second-language (ESL) classroom enhances English language development in young ESL learners. In addition, when assessing the effectiveness of dialogic teaching in young children’s second language classroom context, it is important to consider its differential effects on children with diverse vocabulary levels.

Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners: Does reading with parents or siblings enhance their language development?

“…Meanwhile, nonverbal intelligence, expressive vocabulary, and demographical information questionnaires were administered among the older siblings (in the SR group) and parents (in the PR 4 DONG, CHOW, MO, AND ZHENG group), who were asked to rate their language learning interaction frequency with ADHD children. According to previous studies (e.g., Chow et al, 2021), the intervention length of 12-week is an appropriate duration which balances the duration for detecting children's language changes from the DR intervention and that for feasible implementation. The 12-week intervention started right after the pretest.…”

Facilitating the Construction of Knowledge Collectively Through Dialogic Discourse: Teachers’ Perspectives and Practices in English Language Teaching

“…This indicates that for the construction of knowledge through talk, a certain level of proficiency in the target language is expected from students to ensure the discursiveness of talk. However, the discursive structure supported through the use of open-ended questions did change students from passive learners into active learners where they had begun to self-elect or nominate their peers (Hardman, 2020;García-Carrión et al, 2020) to provide responses and build on the responses (Chow et al, 2021;Kim & Wilkinson, 2019).…”

“…Apart from affording opportunities for the construction of knowledge, the discourse had also allowed for the use of English amongst students. Acknowledging the fact that English is a second language or perhaps foreign language amongst these students, dialogic discourse enabled students to improve on the use of English language by consistently using it during the discussions and conversations (Chow et al, 2021;Elhassan & Adam, 2017).…”

“…In dialogism, negotiating, arguing and explaining is common as the open-ended questions posed reflect one's view rather than the universal truth (Boyd, 2015). Central to both theories is the concept of dialogic discourse which has the capacity to develop students' knowledge and create a culture of shared meaning or knowledge in the classroom (Chow et al, 2021;García-Carrión et al, 2020;Sybing, 2019).…”

“…Teachers play a significant role in facilitating the construction of knowledge collectively through dialogic discourse by creating space and diversity for student talk (Boyd & Markarian, 2011;Chow et al, 2021;Gordon, 2018;Sosa & Sullivan, 2013), which are realized through different talk types (Alexander, 2018). The capacity of students to construct knowledge collectively (Darling-Hammond et al, 2020) is expanded by the teacher through framing and facilitating dialogues which provide students the opportunity and ability to inter-think throughout the learning process (Darling-Hammond et al, 2020).…”