Teacher language and talk is a crucial variable in determining the effectiveness of any teacher's pedagogical practice. However, the discourse used by teachers has not been well researched, especially in its ability to promote language development. This chapter aims to address this area of need. It presents findings from the reading and writing lessons of four lower primary teachers from one school in Singapore to determine whether the nature of talk used supports language learning. Findings suggest that these teachers engaged in pedagogy-centric talk which can positively influence their students’ language learning abilities. The chapter also surfaces possible areas where teacher language can be further enhanced and concludes by suggesting that the talk mediated by a teacher is important for language development.