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Discourse analysis, especially ethnomethodological approaches, has become a powerful tool for investigating classrooms. However, such analyses run the risk of relying on subjective researcher interpretations of data and of unconscious biases influencing the findings. In this paper, we will present a case study of an attempt to investigate problematic teacher questions which highlights these risks. The main implication of this case study is that discourse analyses must take into account multiple perspectives on the discourse.
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