the type of language used in classroom situations. Classroom discourse is often different in form and function from language used in other situations because of the particular social roles students and teachers have in classrooms and the kinds of activities they usually carry out there. For example, teachers tend to rely on a discourse structure with the following pattern:
initiation – response – evaluation
In this typical three-part structure, the teacher initiates a question in order to check a student’s knowledge, a student responds, and the student’s response is evaluated with FEEDBACK from the teacher.
The restricted kind of discourse students encounter in classrooms is thought to influence their rate of language development (Richard & Schmidt 2002, pp. 73-74).