“TALK MOVES” STRATEGIES AS A TOOL FOR STRUCTURING EDUCATIONAL DIALOGUE

Within the framework of the Federal State Educational Standard and its emphasis on fostering student agency, pedagogical methods that shift the educational process from monologue to dialogue are of paramount importance. This article examines the didactic potential of “Talk Moves” conversational strategies to modernise pedagogical discourse in social sciences and legal education. The research methodology combines a theoretical analysis of philosophical, psychological, and pedagogical literature on educational dialogue with a comparative study of contemporary teaching practices. A pedagogical experiment was conducted to validate the advantages of these communicative strategies in structuring effective classroom dialogue. The study demonstrates that the systematic use of “Talk Moves” helps break down complex cognitive tasks, ensures equitable student participation, and deliberately cultivates a culture of evidence-based discourse. It is concluded that this toolkit successfully fosters subject-subject dynamics in group communication, thereby creating optimal conditions for profound content mastery and the development of key meta-subject competencies, such as critical thinking, argumentation, and collaboration.