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Dialogic Discourse in Primary School Classrooms: A Deductive Analysis of Teacher Talk

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Title: Dialogic Discourse in Primary School Classrooms: A Deductive Analysis of Teacher Talk
Language: English
Authors: Yilmaz Saglam (ORCID 0000-0002-5076-8339), Esra Sarac Yildirim (ORCID 0000-0001-9047-4434), Irem Sultan Erdogan (ORCID 0000-0001-5296-7721)
Source: International Journal on Social and Education Sciences. 2026 8(1):41-55.
Availability: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Elementary School Teachers, Classroom Communication, Academic Language, Teacher Student Relationship, Verbal Communication, Authoritarianism, Power Structure, Discourse Analysis, Dialogs (Language), Teaching Styles
Geographic Terms: Turkey
ISSN: 2688-7061
Abstract: The purpose of this study is to examine the types of discourses employed by teachers from different subject areas in a primary school. Designed as a case study within the qualitative research paradigm, the study was conducted with ten teachers working at a public primary school in the Southeastern Anatolia Region of Turkey. Of these participants, eight were classroom teachers, one was an English teacher, and one was a psychological counselor. The teachers' classroom dialogues were video-recorded, transcribed, and then analyzed deductively. The teachers' discourses were analyzed using the coding framework of authoritative and dialogic discourses defined by Saglam and Kanadli. The code definitions provided in their framework guided the identification and categorization of discourse types within the classroom interactions. The results showed that classroom dialogues were mostly characterized by authoritative talk. In other words, teachers displayed a statistically significant tendency to use authoritative discourse more often than dialogic discourse. Further to that teachers' classroom discourse patterns show relative consistency across different subjects, teaching experience, and interaction durations, indicating an overall tendency toward authoritative communication. Based on these findings, the study offers practical implications for improving classroom interaction patterns and provides recommendations for researchers and policymakers aiming to promote more dialogic and student-centered practices in primary education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494426
Database: ERIC
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  Data: Dialogic Discourse in Primary School Classrooms: A Deductive Analysis of Teacher Talk
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  Data: <searchLink fieldCode="AR" term="%22Yilmaz+Saglam%22">Yilmaz Saglam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5076-8339">0000-0002-5076-8339</externalLink>)<br /><searchLink fieldCode="AR" term="%22Esra+Sarac+Yildirim%22">Esra Sarac Yildirim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9047-4434">0000-0001-9047-4434</externalLink>)<br /><searchLink fieldCode="AR" term="%22Irem+Sultan+Erdogan%22">Irem Sultan Erdogan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5296-7721">0000-0001-5296-7721</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+on+Social+and+Education+Sciences%22"><i>International Journal on Social and Education Sciences</i></searchLink>. 2026 8(1):41-55.
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  Data: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Authoritarianism%22">Authoritarianism</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 2688-7061
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  Data: The purpose of this study is to examine the types of discourses employed by teachers from different subject areas in a primary school. Designed as a case study within the qualitative research paradigm, the study was conducted with ten teachers working at a public primary school in the Southeastern Anatolia Region of Turkey. Of these participants, eight were classroom teachers, one was an English teacher, and one was a psychological counselor. The teachers' classroom dialogues were video-recorded, transcribed, and then analyzed deductively. The teachers' discourses were analyzed using the coding framework of authoritative and dialogic discourses defined by Saglam and Kanadli. The code definitions provided in their framework guided the identification and categorization of discourse types within the classroom interactions. The results showed that classroom dialogues were mostly characterized by authoritative talk. In other words, teachers displayed a statistically significant tendency to use authoritative discourse more often than dialogic discourse. Further to that teachers' classroom discourse patterns show relative consistency across different subjects, teaching experience, and interaction durations, indicating an overall tendency toward authoritative communication. Based on these findings, the study offers practical implications for improving classroom interaction patterns and provides recommendations for researchers and policymakers aiming to promote more dialogic and student-centered practices in primary education.
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      – Text: English
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        Type: general
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      – SubjectFull: Classroom Communication
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      – SubjectFull: Academic Language
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Verbal Communication
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      – SubjectFull: Authoritarianism
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      – SubjectFull: Power Structure
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      – SubjectFull: Discourse Analysis
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      – SubjectFull: Dialogs (Language)
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      – SubjectFull: Teaching Styles
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      – SubjectFull: Turkey
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