This paper gives a brief overview of Jurgen Habermas's concept of communicative action, followed by an overview of an empirical study of patterns of communication between teachers and students in English post-compulsory education. The paper sketches the ideas of Habermas about the possibility of human interaction that is free from domination. It argues that communication free from domination is both possible and desirable. The paper then draws some implications for the training of teachers. (Contains 20 references.) (NKA)