From Input to Interaction: Reconstructing College English Classroom Discourse through Sociocultural Theory

Abstract

In Chinese college English education, traditional teacher-centered, input-focused instruction has been widely criticized for limiting student engagement and communicative skill development, often resulting in “deaf and dumb” English where learners struggle with real-life dialogue. This conceptual paper argues for a shift from such monologic discourse to a dialogic, interaction-driven model. Drawing on Vygotsky’s Sociocultural Theory—especially the Zone of Proximal Development (ZPD) and scaffolding—it reconceptualizes classroom discourse as a collaborative process where learning is co-constructed through social interaction. The study critiques the prevalent input-only approach and proposes a dialogic classroom discourse framework that foregrounds student–teacher and peer–peer interaction. In this model, teachers act as facilitators who provide scaffolded support within students’ ZPD, and students actively participate as co-constructors of knowledge. This forward-looking approach aims to enhance learners’ communicative competence and critical thinking by creating interactive learning environments aligned with contemporary educational reforms and international best practices. The paper advocates for dialogic teaching practices to transform passive English classrooms into vibrant communities of practice, better preparing students for real-world communication.