As we reflected on our experiences as teacher educators and researchers, and examined our beliefs about the teaching and learning processes in language classrooms, we became convinced that discourse between teacher and students should flow continuously, with turn taking in the classroom more equally distributed. In short, discourse should follow the T-S-T-S (teacher-student-teacher-student) pattern. In many ESL classroom situations, as evidenced in research by Mohtar (1988), the pattern T-S-T is predominant. The T-S-T pattern occurs when a teacher asks a question, a student answers, and the teacher provides feedback. The teacher then asks another question and the same pattern is repeated. Sinclair and Coulthard (1975) categorize this sort of exchange as I-R-F (Initiation-Response-Feedback). Outside the classroom, discourse is usually more casual, and students need to be able to initiate turns to speak rather than merely responding to questions, hence the need to practice the T-S-T-S pattern in the classroom.