TEACHER’S SPEECH AS A COMMUNICATIVE TOOL IN THE EDUCATIONAL PROCESS
Keywords:
Teacher talk; communicative competence; classroom discourse; pedagogical communication; language and cognition; instructional language; classroom interaction; student engagement; teacher-student relationship; formative feedback; classroom management; linguistic scaffolding; inclusive education; multimodal communication; educational linguistics.Abstract
This article explores the centrality of teacher's speech in the educational landscape, emphasizing its function as a communicative tool that influences every aspect of classroom interaction. Rather than serving merely as a transmitter of information, teacher talk embodies the social, emotional, cognitive, and cultural dimensions of pedagogy. This work delves into the multifaceted functions of teacher speech—ranging from instructional to motivational, from organizational to relational—and highlights its role in constructing knowledge, shaping classroom climate, and facilitating inclusive learning environments. Drawing from linguistic, psychological, and pedagogical perspectives, the article examines how teacher language use can foster or hinder students’ cognitive development, language acquisition, critical thinking, and interpersonal skills. Particular attention is given to the role of speech in differentiated instruction, classroom management, and formative assessment. The study also reflects on how teacher discourse patterns must adapt to various age groups, learning contexts, and technological environments. Through this exploration, the article advocates for greater teacher awareness and reflective practice concerning classroom language, proposing strategic approaches for enhancing communication effectiveness and promoting learner autonomy.
