The development of oral speech in primary classes is one of the central tasks of modern elementary education, because speech competence determines pupils’ ability to think, communicate, cooperate, understand learning materials and express personal attitudes in social interaction. In the early school period, oral speech is formed not only through memorization of words and grammatical structures, but also through active communicative practice. Dialogic methods are especially effective in this process, as they create natural speech situations in which pupils listen, respond, ask questions, clarify meanings, defend opinions and construct coherent utterances. This article examines the pedagogical technology for using dialogic methods in developing oral speech in primary classes. The study is based on the analysis of psychological, pedagogical and methodological literature, as well as the generalization of classroom-oriented approaches to dialogic learning. The article reveals the theoretical foundations of dialogic speech development, describes the methodological organization of teacher–pupil and pupil–pupil interaction, and identifies the main pedagogical conditions for effective use of dialogue in primary education. The results show that dialogic methods increase pupils’ speech activity, enrich vocabulary, improve pronunciation, develop logical sequence in oral expression and strengthen communicative confidence. The article concludes that the systematic use of dialogic technology in primary classes transforms oral speech development from a reproductive process into an interactive, creative and personally meaningful educational activity.