Schooling, for many, remains a major site for successful apprenticeship into academically valued discourses. Such discourses require learners to manage shifts in language use from that which construes material, embodied contexts to that construing disembodied, virtual contexts (Hasan, 2001). Responsibilitv for mediating these shifts for young learners lies, for the most part, with teachers
in their decisions concerning the framing and classification (Bernstein, 1990) of contexts. While linguistic analysis provides a rich picture of situated
mediating practices, classification and framing are also relevant to relationships between and within pedagogic spaces and geographical locations - aspects of setting over which teachers may have little agency. This chapter draws on a case
study of a small socially disadvantaged school to explore the negotiation of interpersonal and experiential meanings (O'Toole, 1994; Martin and Rose, 2003). It is suggested that, in this setting, patterns of communicative choices 'conspire' with particular spatial arrangements in the replay of broader social relations.