In this chapter, as a fi rst step towards characterizing classroom interaction, I present and evaluate some of the key features of second language (L2) classroom discourse. Throughout the chapter, the position adopted is that teachers should, and indeed do, play a much more central role than that advocated under both Communicative Language Teaching (CLT) and Task-based Language Learning (TBLL). Rather than simply ‘handing over’ to a group of learners by emphasizing pair-and group-work, it is the teacher’s ability to manage learner contributions which will, arguably, determine the success or otherwise of a lesson. In light of the centrality of this role, the discussion which follows focuses principally on features of classroom discourse which are essentially the responsibility of the teacher. These are: control of patterns of communication; elicitation techniques; repair strategies; and modifying speech to learners.