Some twenty-four centuries later, language remains the primary medium and discourse the primary method of teaching and learning. While language is a valuable tool for exploration of most fields of study, the prevalence of oral communication in our lives often leads teachers and students to take language for granted. Educators would benefit from a more conscious understanding of the features and functions of oral communication in the classroom. Once we are made aware of the roles of language in the classroom, we can begin to more closely examine the patterns of language use in the classroom and the effect those established patterns have on the learning process. Realizing the effect of classroom discourse patterns, particularly patterns of questioning, on the material to be learned and the learning process itself is crucial to making appropriate adjustments conducive to achieving the maximum benefits of education in a classroom environment.
Language is used to initiate, monitor, adjust, and evaluate cognitive processes.
The increasing prevalence of diverse linguistic backgrounds and levels or types of cultural literacy combined in one classroom only further complicates the matter. Additionally, teachers, like students, bring personal perspectives and anxieties with them in their classroom talk. These issues of communication are brought to the forefront, as the primary way in which speakers express their identity and attitudes within the classroom setting is through language. Linguistic communication in the classroom serves multiple functions. Teachers must make themselves aware of the language patterns in their classrooms and the function of those patterns of discourse in the educational process.