Jorg Voigt sent me a copy of his 1992 paper, writing that he looked forward to meeting in Quebec to continue "negotiating the negotiation of meaning." Such then is the topic of my chapter. I focus on Voigt's paper first, because it is an attempt to provide a theoretical framework for looking at classroom behaviors and interactions. In the spirit of negotiation, I submit that there is much that we hold in common, but will focus almost entirely on the fuzzy edges where ambiguity rears its ugly head.