ABSTRACT
Chapter 6 provides an analysis of how teachers used their linguistic repertoires to restrict their students’ linguistic repertoires. The strategies involved here share many of the characteristics of those strategies described in the previous chapter. These include how teachers seemingly have all the power to decide how students can express themselves, and that such decisions are reflective of the experiences that the teachers had when they were students themselves. There are similarities in how the framing and classification of phases within curriculum genres were affected, as well as similarities in the grammatical mood choices employed in the IRF exchanges between teachers and students.
