This paper discusses the concept that whole-class discourse consists of peer collaborations through support by local discourse. The following three trends were identified: (1) Students start whole-class discourse based on a "meaning" proposed by the local group. This activity stimulates students who don't have confidence in the whole-class discourse to participate. (2) Local discourse assists and maintains incomplete whole-class discourse, and whole-class discourse is concluded by local discourse, so students can freely participate in whole-class discourse. (3) Teachers started local discou...