Learning through Talk: Implementing the Dialogic Classroom

With oracy becoming a bigger focus in the new curriculum, schools are being encouraged to take a good look at how talk happens in the classroom—and how it can be used more effectively to support learning.

Developing dialogic talk to enable deeper learning through discussion, exploration, and the assimilation of knowledge is the foundation of oracy in the classroom and learning through talk. In all the schools I visit, classroom talk is already a prominent feature; however, what is often lacking is a clear and intentional strategy for using that talk to enhance learning. For pupils to engage in meaningful, purposeful dialogue, they must be explicitly taught how to communicate effectively across physical, social, linguistic, and emotional dimensions.

What exactly is dialogic talk?

The National Literacy Trust (2012) explains it as:

“Sustained stretches of talk which enable speakers and listeners to explore and build upon their own or others’ ideas to develop coherent thinking. The aim being to achieve a common understanding through structured cumulative questioning and discussion.”

In other words, it’s about talk that’s interactive and purposeful—where students build on each other’s ideas, challenge and question, and work together to make sense of new concepts. It’s all about active participation and deeper thinking, not just listening passively or repeating information.

Naturally, a range of talk types is employed in classrooms depending on the objective, such as rote learning, knowledge recall, or instructional delivery. However, to truly enable learning through talk, it is essential to establish an appropriate balance. Embracing a more dialogic approach supports a shift away from didactic, teacher-led instruction toward a more collaborative and student-centred model of learning.

Why a dialogic approach matters

We know that teaching is full of demands. Tight timetables, a packed curriculum, and limited CPD time can all get in the way. A dialogic approach takes more time; it is often more time-efficient for teachers to simply deliver information directly to pupils rather than facilitate extended whole-class discussions. However, if the goal is to encourage independent thinking, reasoning, and the ability to articulate ideas clearly, then allocating time for these richer, dialogic interactions is both valuable and necessary.

Teachers need a specific set of skills to facilitate effective dialogic learning. Leading a classroom discussion involves far more than posing questions and awaiting responses; it demands the ability to step back at appropriate moments, provide feedback that advances pupils’ thinking, and foster an environment in which students feel confident to share, inquire, and collaboratively develop ideas. In many ways, a skilled teacher in a dialogic classroom operates like a chess player, strategically anticipating the direction of the dialogue and thoughtfully guiding pupils to take their next steps with confidence and purpose.

How can we put dialogic teaching front and centre?

Here are five practical steps:

1. Train teachers in how to lead and manage dialogic talk.
2. Adopt a whole-school approach to talk for learning—using consistent language, clear talk rules, and shared expectations.
3. Plan curriculum time for an exploratory talk that helps lead learning.
4. Include spoken outcomes in lessons—like presentations, discussions, and debates—to develop pupils’ skills across different types of talk.
5. Focus on depth over coverage by teaching metacognitive skills that help students reflect on their learning process.

One Education’s Oracy Award is designed to help schools do all of this, and more. It’s a quality mark that offers clear guidance on how to embed excellent oracy practice across the strands of learning to talk, talking to learn, and learning about talk. Implementing oracy well isn’t always easy, especially since the current National Curriculum (2014) offers limited direction.  Schools are having to come up with their own way forward—and that’s where the Oracy Award can be especially valuable. It outlines what best practice looks like and helps schools build a strong, structured approach to oracy.

The One Education Oracy Award is the only accreditation focused on the three key areas of oracy development identified by the Oracy Education Commission. Whether you’re just starting out or looking to showcase the great work you’re already doing, the award is designed to support your goals. We’ve worked with a wide range of schools to create flexible, research-based criteria that fit all types of settings—and give schools the structure and guidance needed to build a strong oracy curriculum.

To find out more about the Oracy Award, please contact alice.pepper@oneeducation.co.uk or visit our Oracy Award page at www.oneeducation.co.uk/teaching-learning/literacy/oracy-award/

The author

Alice Pepper

Alice is an Education Consultant at One Education, a company that puts children at the heart of their approach. Being able to support staff to improve through development and training is her passion, and she enjoys seeing the enthusiasm ignited in those she supports. Since joining One Education, Alice has led the development of the One Education Oracy Award, a quality mark that recognizes schools’ dedication to putting oracy at the heart of their curriculum to ensure the best life chances for their pupils.

https://www.oneeducation.co.uk/teaching-learning/literacy/oracy-award/