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“Revoicing” by teachers in classroom group conversations creates participant frameworks that facilitate students' “alignment” with academic tasks and their socialization to roles and identities in intellectual discourse. Three examples demonstrate the potential of “revoicing” to: (1) position students in differing alignments with propositions and allow them to claim or disclaim ownership of their position; (2) share reformulations in ways that credit students with teachers' warranted inferences; (3) scaffold and recast problem-solution strategies of non-native-language students.