This paper is part of a larger study in which two frameworks were developed in order to analyse data sets gathered in a Malaysian undergraduate setting. The broader aim of the research is to study the degree of transferability of an interactive pedagogy developed by Western researchers in a Malaysian classroom setting. The first paper discussed how a framework was developed from Project Zero research findings. The subsequent paper will show how an analytical framework derived from the first and second (present) papers can be used to analyse data sets and provide answers to the research questions raised in the study. The focus of this second paper, however, is to develop one framework, for which literature by prominent researchers in classroom discourse is considered. This paper specifically deals with various aspects of classroom discourse ranging from the importance of language and the use of right language to stimulate student thinking to improving teaching and learning by employing suitable classroom discourse. This is followed by a table listing episodes of classroom interaction that research shows is relevant to enhance classroom learning.