This report reviews findings from ethnographic and microethnographic research to further an understanding about how classroom interaction patterns can affect student achievement. The report discusses the concept of communicative competence in general and in the classroom setting in particular. Next, the report reviews findings from studies of home-school cultural discontinuities to illustrate the importance of understanding the different norms that may govern language interactions in the home, community, and classroom. Finally, the report discusses how an "emic" perspective (that is, the ability to empathize and understand other participants' perspectives and actions) can help teachers and clinicians bridge these differences between home and school. Thirty-six references are attached. (Author/SR)