The multiple constraints of addressed questions in whole-class interaction: Responses from unaddressed pupils

This article explores pupils’ responses to addressed questions in two third-year primary school classes, organized as plenary interaction and based on the next-speaker selection. In this context, unaddressed pupils often produce of various kinds spontaneously, showing that selection per se does not exclude from participating. Analysis design position these show their orderly nature mainly depending following dimensions: address term question who has access answers. Pupils’ display a high level awareness rule operating setting, more globally, turn-taking system. competence enables understand navigate other-selection rule, gaining right speakership. line with prior studies multiparty interactions, shows teachers’ pose multiple constraints responses.