Blurb:

This chapter explores frame shifts from instructional frames (e.g. lesson frames, class management frames)
to play frames. The data consist of instructional interactions between a group of Greek-speaking monolingual and Greek-Turkish bilingual fourth graders and their teachers that took place in a mainstream primary school in Athens,
Greece. Drawing on insights from interactional sociolinguistics and conversation
analysis complemented by ethnographic data on classroom practices, the chapter explores teacher-led shifts to play frames (e.g. teasing, joking) and the pupil uptakes they elicit as well as teacher responses to pupil-initiated play frames.