This paper challenges prevailing paradigms in the contemporary research regarding teacher discourse as a mostly diagnostic endeavor correcting students' errors and indexing language learning to first language (L1) norms. In contrast, this paper conceptualizes dialogic opportunities in the classroom space that facilitates the co-construction of knowledge between teacher and student. This paper presents data taken from an ethnographic study of an EFL (English as a foreign language) classroom involving an L1 English-speaking teacher and his L1 Japanese-speaking students. This paper analyzes observational and interview data to illustrate how the teacher takes advantage of opportunities in dialogic interaction, particularly with respect to centering dialogue around students' knowledge and perspectives, eliciting and validating their contributions, and establishing a meaningful rapport. A discussion of these findings aims to provide researchers guidance for developing a theoretical framework for positive dialogic opportunities, while calling on practitioners to adopt a more holistic approach to instructional practices.

本文对当代有关教师话语的研究中的主流范式提出挑战，这是一种主要的诊断性工作，旨在纠正学生的错误并将语言学习编入第一语言（L1）规范。相反，本文将课堂空间中的对话机会概念化，以促进师生之间的知识共建。本文介绍了一项民族语言研究，该数据来自一项EFL（英语作为外语）教室的民族志研究，其中包括一名L1的英语老师和他的L1日语学生。本文分析了观察和访谈数据，以说明教师如何利用对话互动中的机会，特别是围绕以学生的知识和观点为中心的对话，激发并验证他们的贡献，并建立有意义的融洽关系。对这些发现的讨论旨在为研究人员开发积极对话机会的理论框架提供指导，同时呼吁从业人员对教学实践采取更全面的方法。