Abstract
The paper reports the impetus behind, methodology for and findings of two recent inquiries into classroom talk. Beginning with the seminal work of Sacks, Schegloff and Jefferson on (a) turn-taking and (b) correction in conversation, the paper goes on to explore variants of these conversational phenomena in secondary school classrooms, some conclusions are tentatively advanced concerning the usefulness of this work in unpacking notions such as ‘rights and obligations’, ‘teacher centredness' and ‘communication disorders’.
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