This exploratory study examined the complexity and interrelatedness of dialogic discourse, disciplinary literacy, and the social environment necessary for student learning. Taking place in an urban school in a large Midwestern city, analysis of three 8th grade language arts lessons indicated that dialogic discussion was sustained and supported by a social environment signifying third space and that conversations must be situated within the disciplinary specific demands for learning. This work offers deeper understandings of the contextual and relational dimensions of educational teaching and learning with implications for teacher education.