The term “Discourse Analysis” denoted multiple approaches used in linguistics in the analysis of a certain language, its scope in the classroom setting will refer to a methodology analyzing how different communication styles, conversation types and other language aspects determine the level of success in learning. It is evident that teachers rely on different teaching methods in a bid to ensure that they give effective instruction.

For many years, researchers have not considered the existing links between the types of conversations in an educational setting with educational outcomes. This paper will present different types of conversations within the classroom and critically analyze them in accordance with McCarthy’s guidelines of discourse analysis.

Education has been categorized as a dialogic process whereby, both the teachers and the students exhibit a certain value and social practices that define the society and its culture. Worth noting is the fact that a classroom setting presents an opportunity for sharing information. The kind of talks that ensue between teachers and students and also amongst the students is a subject deserving a discourse analysis.

The classroom setting is one of the intriguing areas that presents researchers with an opportunity to investigate diversity in language use. Worth noting is the fact that the types of conversations that ensue within the classroom setting are potential determinants of whether learning outcomes are achieved. Therefore, this critical analysis will employ the discourse analysis methodology to explain how different conversations within a class can affect the learning process of the students. The interest of analysis rests with educational outcomes as there is a salient need of assessing whether conversations between teachers and students are of any critical contribution in ensuring that the educational goals are met.&nbsp.