The aim of this article is to foster dialogue between proponents of Alexander's notion of dialogic teaching and those working with educational linguistics--in particular those working with systemic functional theory. To this end, the article begins by highlighting important points of alignment between dialogic teaching and systemic theory: their shared emphasis on learning as a social and cultural construct; the priority they accord to language in education and its role in mediating learning; and their shared emphasis on the nature of positive educational interventions. Major sections of the article, however, address two issues identified by Alexander as posing particular challenges in the implementation of dialogic teaching: the difficulty of achieving a "perfect marriage" between pedagogical form and content; and the need for students to have opportunities to talk to learn as well as learn to talk. Discussion of these issues draws on recent research into the needs of English as an Additional Language students, and the nature of pedagogical practices designed to address those needs, to explore the possible contribution of systemic theory. While the article is written from the perspective of someone more familiar with systemic theory than dialogic teaching, it highlights points of similarity and difference between the two perspectives in their approaches to education and suggests an ongoing dialogue which is likely to be mutually beneficial.