Abstract
This paper seeks to explicate the principles regulating pupil talk in relation to drug use in three disctinct contexts within mainstream education : the formal lesson, the off-stage lesson and group interviews outside the lesson. Data are drawn from interviews and observations which were part of a broader study of young people's knowledge, behavior and attitudes in relation to drug use. The findings are set within a discussion of the relationship between situation, or context, and performance and the assumptions that are made within the classroom of pupils' competence or lack of competence
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