This paper reviews the characteristics of classroom discourse and interactional routines in an adult classroom. Classroom discourse differs in functions and forms from language used in other contexts as teachers and students have specific goals and engage in different sets of activities in the classroom. Student learning is influenced by their ability to negotiate meaning and work together in completing the given tasks. The successful negotiation of meaning suggests that learning has taken place. On the other hand, teacher talk also influences the student learning. Teachers in classroom modify and simplify their talk to suit their objectives and effectively engage students with different levels of proficiency. This paper concludes that an effective classroom discourse involves successful negotiation of meanings not only between teacher and student(s) but also between student(s) and students(s).
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