1 Analysing student talk moves in whole-class teaching Jan Hardman [Chapter 11, pp. 152-166, The Routledge International Handbook of Research on Dialogic Education (2020), edited by N. Mercer, R. Wegerif and L. Major] Abstract International research suggests high-quality classroom talk is central to learning as it engages students and extends their thinking, argumentation and reasoning. Most empirical studies of whole-class teaching focus on teacher talk and the focus on student talk is often taken for granted or is somewhat peripheral to the analysis. This chapter will focus on student talk using a theoretically-grounded discourse-analytical framework. To illustrate the application of the framework, the chapter draws on a data set which formed part of larger study of a professional development programme designed to promote a dialogic pedagogy in the teaching of primary English, mathematics and science in primary schools serving socio- economically derived areas in England. The framework provides a tool for the micro- analysis of 54 lesson transcripts identified as part of the systematic observation of 134 lessons using computerised software. It reveals rich and deep insights into the learning talk engaged in by students and identifies the repertoire of talk moves they used while sharing, explaining arguing and justifying their thinking and building on the ideas of other students. It concludes with a discussion of how the framework could be used by teachers and students to inform their implementation of a dialogic pedagogy to promote greater student participation and learning in whole-class talk. Introduction Studying the quality of teacher-student and student-to-student interaction in whole-class and group-based talk has received increasing attention over the past forty years because of its perceived role in improving pedagogical practices and student learning (Howe & Abedin, 2013; Resnick, Asterhan & Clarke, 2015). Drawing on socio-cultural theory suggesting that mental processes interact with social and cultural practices and such interactions are mediated through talk, researchers have increasingly focused on identifying productive talk moves used by teachers and students that are said to result in higher levels of student