Asking for more

This paper addresses the ways in which teachers whole-class discussions invite students to elaborate their previous turn. Our conversation analytic study uncovers that teachers’ invitations are prompted by elicited as well spontaneous student turns of both subjective and factual nature. While giving space expand on turn, most nevertheless steer towards a specific type response, namely an account or explanation. Only incidentally, simply solicit continuation. The fact follow not only teacher-initiated, but also student-initiated contributions reflects attempts foster actual discussion framework they partly hand over control taken up for further consideration.