Aligning Teacher Discourse With Students' Comprehension

The article deals with how do students from different cultural and educational backgrounds perceive “teacher talk” clarity or usefulness. This study investigates the alignment between teacher discourse and students’ comprehension in the language classroom. The research explores how teachers’ instructional talk, questioning strategies, and feedback patterns affect learners’ ability to construct meaning and achieve lesson objectives. The findings reveal that alignment occurs when teachers adapt their discourse to students’ linguistic and cognitive levels through interactive scaffolding, clarification, and feedback loops. The study emphasizes the need for reflective discourse practices that ensure mutual understanding and support effective learning outcomes.