ABSTRACT
In Chapter 6, teaching repertoires are scrutinized in classroom discourses after standards-based reforms are in place. The types of teaching talk identified in two classrooms consist of a high level of instruction, monologue and recitation, which often blend into one another. Closed-ended questions are mainly used for the purposes of testing or recalling knowledge that has been previously presented or to elicit knowledge by cueing students to work out the right answer. The repertoires of teaching talk in the examined classrooms can be described as unusual when it comes to making space for students’ own reasoning, speculation and thinking aloud. The students are not given opportunities to systematically explore and negotiate the subject content, including subject-related words and concepts
