Abstract
The present study examines how a teacher deployed her discourse strategies according to children's realities to establish a dialogic-centered class(room) where children learn collaboratively. Longitudinal class observations and teacher's interviews were conducted in a dialogic-centered classroom setting. By analyzing the changes of discourse strategies relating to the interview data, the results showed that the teacher distinctively changed her discourse strategies. The changes were made, contingent greatly upon her perception of children's realities, enabling the data to be categorized into two periods: children's realities as (1) children's anxiety and negativity towards making remarks and low consciousness towards the ways of speaking for communicating with each other; (2) development of motivation to make remarks and attitude for communicating with and listening to others.
