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【Abstract】Classrooms are one of the most crowded human environments and class talk happens in every class， so how to effectively organize classroom dialogue for learning is profoundly important （Cazden， 2001）. This article presents key elements of the dialogic pedagogy in primary and secondary native language classrooms.
【Key words】The Dialogic Pedagogy; Primary and Secondary Native Language
1. The Definition of Dialogic Pedagogy
The term “dialogic pedagogy” is used frequently in education， but it is still interpreted in multiple ways. Theoretically， dialogue is a complex concept， originally from the Socratic question and the view of Bakhtin （1986） and Freire （2000） serve as the foundation of the dialogic teaching. Many academicians demonstrate that dialogic pedagogy is to use the tool of language to carry out instruction practices and stimulate students’ thinking （Alexander， 2000; Cazden， 2001）.
However， in recent years， verbal communication in classrooms is primarily teacher delivery and a silencing of students has become common， as instructional practices mainly design to train students to get high scores on standardized tests. Fortunately， the importance of student-centered instruction and dialogic pedagogy are currently being valued more， but it is still a challenging task for educators and policymakers to implement qualified dialogic pedagogy strategies in the native language classroom. I generated three themes that play dominant roles in dialogic pedagogy， namely： （a） dialogic instruction （b） classroom atmosphere （c） student participation.
2. Dialogic instruction
Conversations happen in every classroom， but much of classroom talk is influenced by the Initiation， student Response and teacher Evaluation （IRE） model which cannot be regarded as qualified dialogic instruction （Chappell， 2014）. They classified three main kinds of dialogic instruction： authentic questions， questions with uptake and open discussion （Alexander， 2017）.
“Authentic questions” are questions designed by teachers without implied or predetermined answers， encouraging reasoning and speculation. Authentic questions are the opposite of the normal common “test question” or “display question” （Cazden， 2001， p.43-46）. Questions with prescribed answers which are the symbol of the IRF traditional model aim to test students’ knowledge rather than develop their critical thinking. Jimenez and Gersten （1999） pointed out “the wait time” which is the silence before students answering may and suggested keeping “the wait time” in a reasonable range since some students would fail to respond after a long time of silence. Questions with uptake require teachers to incorporate what a previous speaker said and thought. In IRE lessons， teachers design a sequence of questions in advance， while questions with uptake are， to some degree， changeable and unpredictable. Cazden （2001） claimed that questions with uptake can guide and inspire students’ thinking.
Another kind of dialogic instruction strategy is open discussion. Applebee and Langer （2003） stated that open discussion must be free exchange of information among students or between at least three participants lasting longer than 30 seconds， since longer than 10 seconds of coherent talk contributes to critical thinking （Rubin， 2002）.
3. Classroom atmosphere
The role of the teacher in dialogic pedagogy is starting the learning process and keeping open and equal classroom atmosphere going instead of over controlling instructional practices. Bakhtin （1981） critisized that the IRE classroom emphasizes teachers’ authoritative talk and demands students’ unconditional allegiance. The authoritative and monologic talk could be problematic because it creates a distanced zone and does little to facilitate learning for pupils. At the same time， students are reluctant to articulate their opinions， inhibiting dialogue and understanding （Stewart， 2010）. By contrast， open and equal classroom atmosphere emphasizes respect and encouragement for multiple perspectives and students can disagree legitimately which can strengthen diverse thinking skill （Langer， 1995， 2002）. Wrong answers are also appreciated in dialogic classrooms as they can act as stepping stones to understanding （ Applebee
【Key words】The Dialogic Pedagogy; Primary and Secondary Native Language
1. The Definition of Dialogic Pedagogy
The term “dialogic pedagogy” is used frequently in education， but it is still interpreted in multiple ways. Theoretically， dialogue is a complex concept， originally from the Socratic question and the view of Bakhtin （1986） and Freire （2000） serve as the foundation of the dialogic teaching. Many academicians demonstrate that dialogic pedagogy is to use the tool of language to carry out instruction practices and stimulate students’ thinking （Alexander， 2000; Cazden， 2001）.
However， in recent years， verbal communication in classrooms is primarily teacher delivery and a silencing of students has become common， as instructional practices mainly design to train students to get high scores on standardized tests. Fortunately， the importance of student-centered instruction and dialogic pedagogy are currently being valued more， but it is still a challenging task for educators and policymakers to implement qualified dialogic pedagogy strategies in the native language classroom. I generated three themes that play dominant roles in dialogic pedagogy， namely： （a） dialogic instruction （b） classroom atmosphere （c） student participation.
2. Dialogic instruction
Conversations happen in every classroom， but much of classroom talk is influenced by the Initiation， student Response and teacher Evaluation （IRE） model which cannot be regarded as qualified dialogic instruction （Chappell， 2014）. They classified three main kinds of dialogic instruction： authentic questions， questions with uptake and open discussion （Alexander， 2017）.
“Authentic questions” are questions designed by teachers without implied or predetermined answers， encouraging reasoning and speculation. Authentic questions are the opposite of the normal common “test question” or “display question” （Cazden， 2001， p.43-46）. Questions with prescribed answers which are the symbol of the IRF traditional model aim to test students’ knowledge rather than develop their critical thinking. Jimenez and Gersten （1999） pointed out “the wait time” which is the silence before students answering may and suggested keeping “the wait time” in a reasonable range since some students would fail to respond after a long time of silence. Questions with uptake require teachers to incorporate what a previous speaker said and thought. In IRE lessons， teachers design a sequence of questions in advance， while questions with uptake are， to some degree， changeable and unpredictable. Cazden （2001） claimed that questions with uptake can guide and inspire students’ thinking.
Another kind of dialogic instruction strategy is open discussion. Applebee and Langer （2003） stated that open discussion must be free exchange of information among students or between at least three participants lasting longer than 30 seconds， since longer than 10 seconds of coherent talk contributes to critical thinking （Rubin， 2002）.
3. Classroom atmosphere
The role of the teacher in dialogic pedagogy is starting the learning process and keeping open and equal classroom atmosphere going instead of over controlling instructional practices. Bakhtin （1981） critisized that the IRE classroom emphasizes teachers’ authoritative talk and demands students’ unconditional allegiance. The authoritative and monologic talk could be problematic because it creates a distanced zone and does little to facilitate learning for pupils. At the same time， students are reluctant to articulate their opinions， inhibiting dialogue and understanding （Stewart， 2010）. By contrast， open and equal classroom atmosphere emphasizes respect and encouragement for multiple perspectives and students can disagree legitimately which can strengthen diverse thinking skill （Langer， 1995， 2002）. Wrong answers are also appreciated in dialogic classrooms as they can act as stepping stones to understanding （ Applebee