Strategies for successful classroom management have been readily available to practitioners for
at least half a century. However despite the vast body of knowledge available there appears
to be a great deal of scope for further research in terms of developing a more detailed
understanding of the interactional details of classroom management practices. Drawing on a
corpus of 58 hours of video and audio recordings in English as a Foreign Language classrooms in
Germany the book provides a micro-analytical perspective of foreign language classroom
management. It contributes to the body of current research by focusing on how foreign language
teachers respond to pupils' classroom norm violations using interrogative constructions (i.e.
interrogative reproaches). Through a Conversation Analytic investigation of these social
actions the paper provides valuable insights into the details of the in-situ production of
classroom management strategies and their underlying interactional mechanisms.
