FACILITATING THE CONSTRUCTION OF KNOWLEDGE COLLECTIVELY THROUGH DIALOGIC DISCOURSE: TEACHERS’ PERSPECTIVES AND PRACTICES IN ENGLISH LANGUAGE TEACHING

Dialogic discourse is said to aid the social and cognitive aspects of language learning acquisition students’ success in second therefore largely dependent on interactional opportunities available. Recognising potential impact dialogic enhancing amongst Malaysian students, Ministry Education (MOE) provided a large-scale training group lower secondary English teachers. This study explores perceptions as (ESL) teachers role affording for construction knowledge investigates their practices students with construct collectively through structure. To understand collectively, five ESL teachers’ strategies were examined. A qualitative approach was employed, which comprised semi-structured interviews classroom observations data collection. Two lessons also examined illustrate how created supported close analysis lesson transcripts. The findings have shown that use facilitates among students.This expands our current understanding occurs discourse.