This paper illustrates how the use of mixed methods for data collation can aid analysis of classroom talk; it centres on how background and culture are related processes that influence the structure and understanding of collective experiences, and so produce a common and accepting use of words. It further underlines how dialogue within the educational field is significant in making discussion more effective in the learning process, and thus stresses the importance of the role of the adult in promoting talk as a tool for thinking collaboratively. Consequently, conversational interaction allows the sharing of knowledge and development of contextual talk through historical, cultural and social components. Mercer considers that a cooperative and combined methodological approach offers greater breadth to examine intellectual activity that is thus being jointly constructed; this, he advocates, allows a wider range of evidence to be gathered and so presents real outcomes, as opposed to assumptions.