The major aim of this study was to examine the dominant classroom discourse in formal and informal settings in Iran. To this end, employing qualitative design, the researchers collected the required data. Based on the results obtained, levels of formality, teachers’ questions, facilities and forms of classrooms, learner’s generated topics vs. teacher’s/others’ imposed topics, students’/teachers’ motivation, and monologue vs. dialogue were among the typical themes identified and classified for more detailed critical analysis. The study concluded by placing emphasis on a democratic pedagogy where dialogue played a central role and a reorganization of what was once held to be an indisputable truth.

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