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In Professional Learning Communities (PLCs) teachers discuss observed classroom practice with the intention of improving it. The research reported in this paper considers how these discussions either reify or interrupt (Little 2003) teachers’ language of practice. Reification will tend to constrain learning within existing ways of linguistically construing sense. Disruption might establish a new discourse for practice that will enable learning. The data is transcriptions of PLCs from two schools in Scotland.

Do Professional Learning Communities reify or interrupt the language of pedagogical practice?