DISCOURSE BETWEEN TEACHER AND STUDENT: A COMMUNICATIVE AND PEDAGOGICAL ANALYSIS
Keywords:
Classroom discourse; teacher-student interaction; dialogic teaching; communicative competence; educational linguistics; scaffolding; learner identity; discourse analysis; language in education; pedagogy; IRF pattern; power dynamics in education.Abstract
This article examines the multifaceted nature of discourse between teachers and students within the context of classroom interaction. It explores the communicative dynamics that govern pedagogical exchanges, emphasizing how language serves not only as a vehicle for knowledge transmission but also as a tool for building relationships, managing classroom behavior, and fostering critical thinking. Drawing on discourse analysis, sociolinguistics, and educational theory, this study presents a comprehensive framework for understanding the types, functions, and implications of teacher-student talk. Through an in-depth review of various interaction patterns—such as Initiation-Response-Feedback (IRF), dialogic teaching, and scaffolding—the paper investigates how discourse shapes educational outcomes and influences student engagement. Special attention is given to power asymmetries, cultural and linguistic diversity, and the role of teacher language in constructing learner identity. The article concludes by suggesting practical strategies for teachers to enhance communicative efficacy, create inclusive dialogue spaces, and cultivate reflective classroom discourse practices that support equitable and meaningful learning.
