Classroom language serves as the primary linguistic environment for young learners, acting as both the medium of instruction and the tool for social and cognitive development. In this study, the influence of intentional classroom discourse—specifically Teacher Talk (TT) and Student Talk (ST)—on facilitating authentic communication is investigated. By synthesizing various pedagogical frameworks, including the Input Hypothesis and the Zone of Proximal Development, this article analyzes how linguistic scaffolding and interactional strategies support language acquisition. The results suggest that modifying teacher speech and maximizing student output through collaborative tasks significantly reduces communicative anxiety. Incorporating strategic classroom language fosters fluency and engagement, establishing it as a cornerstone of effective pedagogical practice for young learners in EFL contexts.
Samatova et al. (Wed,) studied this question.