ABSTRACT
The chapter examines classroom discourse based on the initiation, response, feedback exchange structure approach and Walsh’s self evaluation of teacher talk (SETT) model. The SETT model gives teachers a framework for planning, enacting, and reflecting upon their actions in the classroom. Research highlights the importance of the complex relationship between language, interaction, and learning. We demonstrate, using classroom corpus data, how teachers can develop understandings of this relationship to enhance opportunities for learning and develop their own classroom interactional competence, based primarily around Steve Walsh’s research.
