TITLE: DISCOURSE BETWEEN TEACHERS AND STUDENTS: A PEDAGOGICAL AND SOCIOCULTURAL EXPLORATION
Abstract
Abstract: This article provides an in-depth analysis of the nature, function, and
impact of discourse between teachers and students in educational settings. It explores
how classroom communication influences students’ cognitive development, emotional
well-being, and academic performance. The paper discusses different types of
classroom discourse, such as monologic, dialogic, and interactive discourse, and the
role each plays in shaping the learning environment. Special emphasis is placed on
sociocultural influences, the power dynamics embedded in teacher-student
interactions, and strategies for promoting effective, inclusive, and engaging dialogue.
Drawing from contemporary research in linguistics, pedagogy, and psychology, the
article underscores the critical role of discourse in fostering a democratic and learner-
centered classroom culture.
References
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