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

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