Effect of Dialogic Teaching on Pedagogy at Intermediate Level in District Bannu

  • Ihsan Ullah Khan Department of English and Applied Linguistics, University of Science and Technology Bannu, Khyber Pakhtunkhwa, Pakistan
  • Dr. Abdul Hamid Khan Head of the Department of Linguistics and Literature, Qurtuba University of Science and Information Technology, Peshawar, Khyber Pakhtunkhwa, Pakistan
Keywords: Bakhtin; Dialogism, Dialogic Teaching, Language Pedagogy, Co-creator


This study aims at finding the effect of dialogic teaching on pedagogy. Dialogic teaching is based on Bakhtin’s concept of ‘Dialogism’. Data were obtained from an experimental study that was conducted on 12th- grade students of a public sector college in District Bannu. The researcher reflected back on the interaction with the students, whose philosophies brought major changes in language pedagogy, that is why Coia and Taylor’s (2009) “Self-study method of Co/autoethnography” was referred to as the reference in the study. Data revealed that valuable addition was made to the researcher’s language pedagogy by engaging in a philosophical dialogue with the students. Being dialogic, the teaching method not only can improve learners’ efficiency to communicate effectively in the target language, but also prove that the learners are co-creators of knowledge in the classroom; in the light of which teachers may re-shape their language pedagogy.