Dialogic Speech in English Lessons

Hello, colleagues! My name is York Fern, I’m an English teacher, and today I want to talk about a very important topic — teaching dialogic speech in English lessons. To be honest, this question puzzled me for a long time. It’s frustrating when you prepare thoroughly for a lesson and the students remain silent! I remember my very first lesson: I asked a simple question in English and was met with nothing but awkward silence.

Sound familiar? For me, it was a sobering experience: the students knew the rules and vocabulary, and their grammar level allowed them to form full sentences, but they didn’t know how to apply that knowledge in real speech. That made me question what I was doing wrong — why weren’t they switching into “speaking mode”? Gradually, I realized something obvious: students need to be taught to hold a dialogue, not just memorize rules. After all, in real life, language is for communication and live conversation. Dialogic speech isn’t just an exercise in a textbook; it’s a skill that makes lessons interesting and realistic. Let’s explore how I and many of my colleagues approach developing this skill in class, which dialogic teaching methods work best, and why learning to hold a dialogue is so valuable for our students.

Why is Developing Dialogic Speech in English Lessons Useful?

You’ve probably noticed it before: as soon as students get excited about talking to each other in English, their eyes light up and energy appears. Developing dialogic speech in English lessons helps them feel that English isn’t just boring exercises — it’s a living language for communication. So why focus on dialogues? Here are a few reasons:

• Real-life communication practice. Dialogues model real-life situations. A student learns not only to speak but to listen and quickly react to the interlocutor’s remarks. This prepares them for real conversations — whether abroad or with foreign colleagues.
• Improved speaking skills and confidence. Regular practice helps overcome the language barrier. Even shy students start to feel more confident when they work through phrases step by step and see their partner understands them. The ability to maintain a conversation is a key part of communicative competence.
• Motivation and interest. Dialogue-based tasks are usually more engaging than repetitive exercises. Working in pairs or groups, kids get involved in role-play, argue, joke — in short, they enjoy using the language. This boosts motivation to continue learning English.
• Thinking development. Dialogues require quick word choices, idea formulation, and decisions on what to say. This mental “storm” trains thinking in English. Plus, dialogues often involve both answering and asking questions — requiring forward-thinking.
• Social skills. Role-playing dialogues teaches students to work in pairs, respect others’ opinions, agree or disagree politely. It develops not only language but also communication skills, empathy, and tact in a foreign language.

I remember a student who was very shy about speaking. But when we acted out a “At the Restaurant” dialogue, he suddenly came to life. He played the waiter so enthusiastically the whole class applauded! After that, he became much more confident in speaking English. That experience convinced me: dialogic exercises really do work — they break down barriers and show students why learning a language matters.

Types of Dialogues

Not all dialogues are the same. Talking about the weather isn’t the same as discussing weekend plans or debating a favorite movie. Different types of dialogues are used in English lessons, each developing specific communication skills. Here are the main types:

• Etiquette dialogues. These are simple everyday exchanges: greetings, farewells, polite phrases. For example, exchanging “Hello” or asking “How are you?” might seem small, but that’s how any interaction starts. Teaching these gives students a basic foundation for any conversation.
• Interview-style dialogues. One person asks questions, the other answers. Student A might ask Student B about their family, hobbies, or plans — then they switch roles. Learning to ask questions in English is just as important as answering them.
• Action-prompting dialogues. These aim to get the partner to do something or agree with a suggestion. For example, convincing a friend to go to the movies or help with a project. This teaches students to make polite suggestions or requests using expressions like “Let’s…”, “Why don’t we…”, “How about…?”
• Opinion exchange dialogues. Here, speakers share views, discuss topics, or even debate. It requires reasoning, expressing agreement or disagreement. These are especially engaging for teens when the topics are relevant — like video games, music, or school life.

Of course, in practice, dialogue types often overlap. A friendly conversation might include opinions, questions, and etiquette. But in teaching, it’s helpful to practice each type separately first. That way, students understand the differences and learn the typical phrases for each scenario. Then they can mix it all in real communication! Also, choose situations appropriate to your students’ age and interests. Younger kids will enjoy dialogues about toys, school life, or pets; teens will prefer topics like music, social media, sports, or friendships. When the topic resonates, the conversation flows more naturally.

Stages of Working with a Dialogue

So how do we practically organize dialogue work in English class? I usually follow a set sequence. Here's a method that works for me:

1. Preparation and context. First, set the scene. I briefly describe or act out a scenario: e.g., “You’re a customer, you’re a shop assistant.” At this stage, introduce new vocabulary and phrases relevant to the situation. Without this, students might freeze — so we look at useful expressions, sample questions and answers first.
2. Model dialogue. Next, I show an example — a recorded audio, a video scene, or a skit with the class. For instance, a typical café dialogue: ordering food, asking for the check. Students listen or read the sample, and we discuss who said what and why, focusing on useful expressions.
3. Analysis and practice. After the model, it’s time to practice. We translate new phrases, discuss response options. Then in pairs, students act out the dialogue or memorize it briefly to feel the intonation. I add mini tasks: substitute words, ask follow-up questions. It’s like rehearsal — students feel safe since they’re working from a sample.
4. Students’ own dialogues. Finally, the creative stage: students invent and perform their own dialogues. I usually tweak the original scenario or goal — e.g., now they act out a market scene instead of a store, or add a twist (the customer loses their wallet!). Now they break away from the sample and apply new phrases freely. I walk around, support where needed, and offer ideas.
5. Discussion and reflection. After the performances, we always discuss what went well. I highlight great ideas, funny lines, or good pronunciation. If there were mistakes, we review them gently. I often ask: “How did you feel in your role? What was hard? What went well?” This reflection helps students see their progress and feel less afraid of errors.

Sometimes I switch the order — I may first ask students to role-play a scene on their own, then show a model and compare. This inductive method adds an element of discovery. Students enjoy figuring out phrases themselves. But I also keep an eye on their comfort: if a group gets stuck, I gently guide them or go back to a more structured approach. I’ve found that flexibility in working with dialogue fits different learning styles and makes the process even more engaging.

This step-by-step process gives students the tools (vocabulary, ideas, examples) and then space for creativity. Depending on the level, I may spend more time on one stage or increase complexity later. But the overall structure makes learning dialogic speech clear and comfortable.

Methods for Teaching Dialogic Speech in English Lessons

There are many methods for teaching dialogic speech. I’ve tried everything from traditional role-plays to modern online tools. Here are some that worked particularly well in practice:

• Role plays and simulations. The classic: assign roles and dive into a situation. Shop, airport, job interview — the options are endless. Role-play lets students “wear different masks,” which is fun and engaging. Even weaker students get involved when there’s a game element. I once brought props (toy money, menus, price tags) for a “Market Scene” — it was hilarious, and everyone spoke plenty of English!
• Information gaps. These tasks give partners different pieces of information, and they must talk to fill in the blanks. E.g., one student has a bus schedule, the other a train schedule, and they must plan a visit. Or classic “half-stories” that must be completed through dialogue. These activities force conversation — otherwise, the task can’t be completed.
• Discussions and debates. For advanced students, try mini-debates on engaging topics. Divide the class and have them discuss the pros and cons of social media or school uniforms. I keep it more like open discussion — the goal is for everyone to share and respond. This teaches how to argue politely and respect others’ views.
• Technology and online environments. Why not use tech? I sometimes set up chats or messaging dialogues (e.g., character conversations). Or ask students to record short video skits as blogs. Online formats help shy students open up — it’s often easier to speak or write in a chat than face-to-face. These techniques were covered in detail in the TEFL/TESOL course I took, where we explored interactive tools for lessons.
• Authentic materials and real-life situations. Another great approach is using real-life dialogues. We might listen to a film clip or read a chat snippet (of course, relevant and appropriate) and then role-play or extend it. Real examples show how language is actually used — students love acting out movie scenes or continuing storylines.
• Projects with dialogue elements. At higher levels, I include dialogic speech in creative projects. Students may stage a play, prepare a scene for a school event, or record a short podcast interview. My older students once performed a mini Harry Potter play — they rehearsed tons of lines without realizing they were practicing! For younger kids, fairy tale plays are perfect. They write their own scripts, rehearse, discuss how to say things — intense speaking practice disguised as fun.

Tips for Teaching Dialogues

All these methods can be combined. A discussion can turn into a role-play, or an info gap can lead to a debriefing discussion. Combining methods makes lessons dynamic and engages all students — quiet ones may shine in pair work, while others thrive in debates. The goal is to give everyone a chance to practice speaking. Don’t be afraid to experiment — dialogic speech is flexible, and your task is to create as many chances as possible for students to talk. If you’re curious about modern approaches, I recommend checking out TEFL/TESOL international certificates for teachers. They introduce plenty of interactive strategies and fresh ideas.

Conclusion

To conclude: teaching dialogic speech is key to making English lessons truly engaging. It may seem at first that students aren’t ready to speak a foreign language. But step by step, using the right methods, even the most hesitant learners begin to argue, joke, ask and answer with confidence. As a teacher, it’s deeply rewarding to witness this transformation.

Developing dialogic skills is a creative and fulfilling task. We’re not just preparing students for exams — we’re teaching them to communicate in English and feel confident in international settings. When a student tells me they chatted with a stranger in London and were complimented on their English — that’s the best reward for a teacher.

If you’d like to raise your teaching level effectively, check out my review of the TEFL/TESOL learning platform, where I share my experience with the course and how it helped me apply new methods in class.

I hope my experiences and tips have inspired you to try new techniques in your own classroom. Don’t be afraid to step away from the textbook, create scenarios, role-play, and listen to your students — and you’ll see how dialogic speech in English lessons comes to life. Remember, every classroom dialogue is another step toward helping your students thrive in the English-speaking world. Best of luck to you and your students on this exciting journey of real communication!