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Abstract
The discourse styles of 10 teachers of post‐16 English from the northeast of England were intensively analysed using a descriptive system adapted from the study of discourse analysis. It was found that teacher‐led recitation, which research suggests dominates classroom practice in mainstream schooling, was also a prominent feature in post‐16 English teaching. The linguistic and cognitive constraints imposed on students by the pervasive use of the recitation script are considered together with the need for more qualitative analysis of classroom talk in order to promote wider communicative and cognitively demanding options.