Abstract:The dichotomisation of teaching and learning has constrained our theorizing and misrepresented the nature of activity in institutionalized learning environments such as classrooms. Several languages other than English have a single term that signifies both teaching and learning. The term instructed learning is proposed as a suitable label for the conjoint practice engaged in by teacher and learner(s) in classroom-like settings. Such a term better reflects the interrogative, negotiative and reflective practices that our recent research associates with sophisticated classroom practice and accords appropriate agency to both teacher and learner within the practice of instructed learning in which they are co-participant.