The study of talk between teachers and students, from the 1970s until the 2010s

Abstract

The close study of classroom talk has been an active field of research since the 1970s, when John Furlong made his significant contribution. Focusing particularly on research into teacher–student interactions, we will review the development of this field from the 1970s until the present, considering what has been learned and the educational implications of the results. We also discuss the impact of the findings of this research on teacher education, educational policy and classroom practice.