Critically examines the "English ethnographic tradition's" view that classroom instruction transmits propositional knowledge. Uses observed classroom discourse to argue that instruction in fact produces knowledge, both propositional and "how-to". (MCG)

Focusing on "interpreting speaker/hearers" as a method to show how classroom discourse facilitates or fetters education, the author suggests that the key issue is the type of elicitation a question might apprear to be to students. (MD)

Discusses the cultural limits to certainty of measurement and assessment claims about reading and examines some examples of classroom reading lessons. (Author/MLF)