Using Dialogic Pedagogy with Young Learners in English as a Second Language (ESL) Classroom

Abstract

This study aims to identify practical strategies for integrating dialogic pedagogy into SL instruction tailored to the unique needs of young learners. It examines the implications of dialogic pedagogy for language proficiency and communication skills of young ESL students. Dialogic pedagogy emphasizes the effective use of talk to foster English language teaching and learning. This Action Research is conducted in a government school in context of Sindh. The participants of the study are elementary level students and teachers. The data is collected through classroom observations and interviews and analyzed by thematic analysis. Findings demonstrate the positive outcomes of dialogic pedagogy for language proficiency, communication skills and students’ engagement. Through effective use of dialogue, teacher could facilitate dynamic learning environment, active participation and critical thinking. The study suggests potential avenues for future research, including broader context replication, extended timeframe analysis and exploration of dialogic pedagogy in large classes.