Hence, discourse analysis is a useful way of understanding the relationship between power and discourse. A common setting where these forces apply includes the classroom particularly during classroom discussions. A classroom is a learning place which heavily relies on communication in a socio-cultural, educational setting and thus discourse. Additionally, the classroom involves major teacher-student power relationships that underlie the learning process as both entities engage in meaningful discussions. In addition there are some other factors, such as class size, communication channels, technology, et cetera, that also affect discourse within the bounds of the classroom. According to a research conducted by Shepherd (2010), the role of discourse in balancing the power relationships inside the classroom in terms of teacher control over lessons and classroom dominance has changed over the years. However classroom discussions still remain a prevalent way to communicate and learn within the class. As such, discourse analysis provides a useful way of understanding classroom teacher-student interactions, most importantly classroom discussions, as they occur in the classroom setting.
The classroom is a crucial space for learning however the setting is heavily impacted by the way communication occurs and is understood. Class discussions are a common way to think and learn by communicating collaboratively in a socio-cultural environment. The presence of two main individuals – the teacher and the student – in a learning context (class discussion) together with the role played by communication and discourse consolidates the importance of discourse analysis when studying classroom interactions, particularly during a class discussion. The two concepts of discourse analysis and class discussions are heavily related to each other; discourse analysis provides a methodology to understand the role of language and