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Article History

Received: 14 January 2026

Accepted: 2 June 2026

First Online: 17 June 2026

Declarations

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: This research has not received any funding, and there is no conflict of interest. On behalf of all authors, the corresponding author states that there is no conflict of interest.

: A research ethics application was not submitted for this paper because it fulfilled the relevant requirements set out in the University of Waikato Calendar’s Ethical Conduct in Human Research and Related Activities Regulations Policy. Specifically, Sect. 4.4, which states that “Applications for approval are not required for normal teaching activities; but are required for specific teaching that involves the participation of a student or students and has the potential for harm, or that involves collection of data from students.” The teaching practices described in this paper, dialogical activities, dialogue-writing tasks, and live discussion formats, were conducted as part of normal classroom teaching at a secondary school in New Zealand and in a university paper, not as data-collection exercises designed for research purposes. No data were systematically collected from students for the purposes of this study. The observations drawn upon in the paper reflect the author’s professional teaching experience and pedagogical reflection, not a formal research intervention involving participants. As there was no collection of student data for research purposes and no risk of harm to any student arising from the publication of this work, no ethics application was required. Institutional approval for the inclusion of the secondary school teaching experiences in this paper was granted by St Peter’s School, Cambridge, New Zealand.