ABSTRACT
Classroom discourse is of immense importance in teaching, regardless of subject matter. It can take many forms: whole class chanting; ritual (as in taking the register); recitation; teacher and pupil questioning; question-and-answer sessions to monitor understanding of previous work; reading round the class; story reading; storytelling; explanation and exposition; drama; role-play; formal debate; whole class discussion; and small group discussion. Some of these forms are easier to execute than others: for example, the last two forms of discussion are not seen as often as some of the others. The inherent difficulties of managing class talk: of allotting turns fairly; of drawing in reluctant speakers; and of steering the discussion without dominating it, all mean that the phrase ‘class discussion’ which appears on many a lesson plan may mean or turn out to be something very different, more like a recitation or question-and-answer session for recall of previous learning, than genuine discussion. None the less, it is important for teachers to have explicit understandings of the varieties of classroom discourse, and to work towards mastery of all its forms. Talk is so important in classrooms that it cannot be left to chance and good intentions. Used well, talk is a fundamental aspect of learning. As Alexander (2000, p. 430) puts it:
The talk that takes place between teacher and pupil — and less commonly amongst pupils themselves — is not merely the vehicle for the exchange of information. It is a vital tool of learning.
