ABSTRACT
In Classroom Discourse: The Language of Teaching and Learning Courtney Cazden (1988) comments on both the nature of educational research and the nature of the classroom experience such research attempts to capture. Cazden argues that most educational research examines the world of the teacher, a world Cazden characterizes as the “official world of the teacher’s agenda.” In so doing, much educational research implicitly assumes the perspective of the teacher. It was just such an agenda and perspective that the two previous chapters sought to capture.
