ADVOCATING FOR DIALOGIC TEACHING IN ETHNICALLY AND LINGUISTICALLY DIVERSE CLASSROOMS OF BOTSWANA

Abstract

Dialogic approach in teaching involves interaction between learners and their teachers. The absence of this dialogue in ethnic minority classrooms can contribute towards their marginalization. This paper examined the effectiveness of dialogic approach in ethnically and linguistically diverse classrooms in selected primary schools in Botswana. The hypothesis was that language barrier was a challenge to effective dialogic classrooms. Qualitative data were collected from ethnically and linguistically diverse regions using triangulated methods such as classroom observations, open ended questionnaires, interviews and field notes. Paul Freire’s Pedagogy of the Oppressed Philosophy was used as an underpinning framework to justify minimal dialogic situations in classrooms. Findings indicated that dialogue was limited in the ethnically and linguistically diverse classroom due to language hurdle resulting in poor academic performance. The study concluded that, to facilitate dialogue in such a setup, the Language-in-Education Policy should be reviewed to accommodate other indigenous languages at the initial stages of learning.