ABSTRACT
It is widely assumed that education in general and literacy education in particular, should be interactive. But what does the term ‘interaction’ mean when applied to classroom literacy teaching? Interactive teaching is rather like motherhood – approved by all. But there are many different ways of mothering and more than one way of interacting in the classroom. Is the approach currently in official favour in England the best for all educational purposes? This chapter attempts to answer this question, with particular reference to research on the interaction promoted within England’s Literacy Hour.
