DIALOGIC TEACHING IN THE 21ST CENTURY CLASSROOM: RETHINKING TEACHER–STUDENT COMMUNICATION
Keywords:
Dialogic teaching, classroom talk, teacher–student communicationAbstract
Rapid social, technological, and cultural transformations have heightened the necessity for classrooms where communication transcends mere teacher instruction and succinct student replies, evolving into a collaborative environment for inquiry, reasoning, and collective meaning-making. Studies on dialogic teaching indicate that organized classroom dialogue can improve students' cognitive, linguistic, and socio-emotional growth, as well as increase achievement, especially in underprivileged settings. However, in numerous educational systems, teacher-student communication continues to adhere to monologic patterns influenced by recitation, assessment, and curriculum coverage. This article analyzes dialogic teaching as a response to the communicative challenges of 21st-century education and advocates for a re-conceptualization of teacher–student discourse as a fundamental pedagogical resource rather than a neutral conduit. Based on a narrative review of important works on classroom talk, sociocultural theory, and dialogic pedagogy from 1997 to 2024, the paper brings together the main ideas of dialogic teaching, such as epistemic openness, shared responsibility for ideas, and the planned organization of cumulative, reasoned classroom talk. It subsequently examines the implementation of these principles in modern classrooms characterized by increasing digitization, diversity, and a focus on accountability. The article concludes that dialogic teaching provides a robust framework for aligning teacher-student communication with 21st-century competencies, including critical thinking, collaboration, and democratic participation. However, its broader implementation necessitates ongoing professional development, conducive policy environments, and a transformation in perceptions regarding knowledge, authority, and classroom management.
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