Abstract
The paper explores the inclusive implications of the teacher’s management of questions and feedback in IRE (Initiation-Reply-Evaluation) sequences in terms of all pupils’ participation in the knowledge co-construction process and the development of a feeling of belonging to the class. The case study analysis, based on videorecorded data taken from whole-class instruction in a primary school, shows how turn allocation, question design and corrective evaluative feedback can play a crucial role in fostering pupils’ participation in the learning process of the class, and highlights the usefulness of applying a Conversation Analysis approach to studying inclusion at the micro level of classroom interactions.