teacher role and the Confucian value of group orientation to learni first was especially apparent in the asymmetrical features of individ lination sequences, while the second was consistent with the role rusing in the first-year classes. oral elicitations in a South African math class chorusing also played an important role in Chick’s (1988, 1996a) ar of interactional data in several math lessons recorded near the enc apartheid era in the KwaZulu region of South Africa. This account ¥ ially offered to counter L2 pedagogical perspectives that, in Chic w, tended to evaluate traditional pedagogical practices too critic: im they diverged from the ideals of communicative language teach iciples. Asin Chen’saccount, students often responded to teacher ini sin chorus. Chick also noted that teacher questions that evoked ache sonse could typically be answered with ease. His account diverges fn wn’s, however, in that a sequence of several choral elicitations tendec followed by nominations where individual students were asked sond to the questions the class had already answered. Chick first int ved the sequence of chorusing followed by individual nomination 2 -saving strategy consistent with Zulu cultural nomms in that the teac not put students in the position of losing face by being singled out ak about what they may not know. He also pointed out the need to und id the locally relevant, situated reasons for practices such as chorusit ubsequently, Chick (1996b) expanded his analysis to consider ader social and political context of the interaction. He ultimately int ved the interaction described above as a form of ‘safe-talk” wh thers and students, in the face of overwhelming oppression, colludec ik both lack of proficiency in English (a second language for b: ther and students) and the extent to which mastery of the curricul iomet occurring. In other words, it became important to see ractional patterns as reflecting and constituting not only the lo text but also the wider political conditions. n addition, even a cursory comparison of Chick's account with Che 8) illustrates how similarity along one dimension such as chorusing is sssarily accompanied by similarity along another. Specifically, individ tination in Chick's account seems designed to avoid any display of stud or lack of knowledge, while in Chen's data some nomina iin webie Ended Seeeagsorl Caneel wean ergs pol im ketettay antes athe teacher even though they were unable to answer. ean language classes in a US-based Korean-American schox sim (2000) analyzed interaction in a US-based elementary school w stated goals of encouraging a strong Korean identity among stude