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This paper places classroom discourse and interaction right at the heart of the teaching and learning process. It is built on the argument that high quality talk between the teacher and student(s) provides a fertile ground for an active, highly collaborative and cognitively stimulating learning process leading to improved learning outcomes. High quality classroom talk is characterised by the use of open and authentic questions and formative feedback whereby student contributions are probed and elaborated on. An example of this is illustrated in a detailed transcript analysis of an extract of classroom discourse derived from a university seminar. It is argued that there is a need to create dialogic space and open up classroom discourse to enhance students’ active learning, particularly in language classrooms.

Opening-up classroom discourse to promote and enhance active, collaborative and cognitively-engaging student learning experiences