ABSTRACT
Theoretical insight is noticeably lacking from most classroom research. Until we have a coherent theory, or theories, for the study of face-to-face interaction, it will always look messy and unsatisfying. Classroom research has had a rather narrow, restricted empirical focus. Most work, both systematic and ethnographic, is done on children in state schools, of average ability, aged between 8-16, doing 'basic' subjects such as maths or English. Junior school pupils spend a great deal of time on maths and language, but their other subjects are equally interesting. The training of remedial gymnasts is as important as the geography curriculum of fourteen year-olds. Classroom research looks like a well-researched area, but in fact, because of a lack of consolidation, it is rather like a large lake which has developed a very thin coating of ice. The sociologist in the classroom should remain a sociologist, but she should read what linguists, anthropologists, psychologists and ethologists are saying about classrooms.
