Sefhedi, Sheila TshegofatsoOmidire, Margaret FunkeEbersohn, L. (Liesel)Murphy, P. Karen2021-11-192021-11-192020Sefhedi, S.T., Omidire, M.F., Ebersöhn, L. et al. 2020, 'Promoting critical-analytic thinking through teacher discourse moves and pedagogical principles : the case of a rural South African secondary school', Journal for Language Teaching / Tydskrif vir Taalonderrig, vol. 54, no. 2, pp. 95-117.0259-9570 (online)http://hdl.handle.net/2263/82778This article reports a case study in a rural South African school on promoting critical-analytic thinking through teacher discourse moves and pedagogical principles. The study investigated the use of teacher discourse moves and pedagogical principles as a component of the Quality Talk model. The Qualitative research methodology and a case study design that entailed the use of interviews, classroom observations and document analysis were used. Data was gathered from an English teacher and 52 Grade 8 students. The data was coded using Quality Talk model indicators and analysed thematically. The findings revealed evidence that teacher training and support in the use of a range of teacher discourse moves and pedagogical principles could enhance students’ development of critical-analytic thinking. It is therefore recommended that teacher training in the use of pedagogical approaches that enhance the development of critical-analytic thinking should be incorporated in professional development programmes.enSouth African Association for Language Teaching (SAALT)Critical-analytic thinkingEnglish language teachingPedagogical principlesQuality talk modelRural schoolsTeacher discourse movesArticle