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Since the first description of classroom talk from a conversation analytic perspective, the field has significantly expanded, providing a comprehensive account of the system that operates in the specific setting. However, apart from the system that defines the boundaries of the participants’ permissible conduct, the departures from it have received little attention, forming a vague picture of the parties’ opportunities for deviant behavior. The present paper explores exactly this aspect, illuminating the other side of the coin. In particular, students’ departures from the canonical pattern are examined and a broad classification of them (institutionally oriented versus institution-threatening departures) is proposed. The analysis demonstrates the import of those departures and the way they contribute to students’ exercise of agency.

The interplay between agency and constraint: some departures from the organization of talk in the classroom