Conclusion

Abstract

The conclusions emphasise that classroom interaction is not static and that, consequently, no fixed rales for orchestrating it can be taught. They further suggest that practitioner led and practice-based research on classroom interaction should be conducted to expand the knowledge base and to inform initiatives for tutor and student development. These would take the internationalisation of the curriculum from a focus on content to include the development of transferable skills and make all parties equally responsible for the success of classroom interaction.