This essay explores the place of debating, talk and group work in the Secondary English classroom. It discusses the ways in which pupils in one student teacher's year 7 class thrive in the dialogic classroom against the backdrop of curricular and attitudinal change. It considers the importance of talk and debate amongst the 'communities of practice' in schools and universities in empowering teachers to challenge and navigate policies, theories and practices. In exploring the role of play, student experiences and different forms of talk, this essay highlights their vital importance in relation to teaching and learning in English and in the formation of English teachers.