Brief Summary The article by Duff (2002) explores discourse and communication peculiarities among students of the High School Mainstream based on ethnography of communication (EC) research method. Starting with the succinct yet comprehensive overview of the theme, the author employs social constructivism views and focuses on language-mediated activities. Seeing that not only second language learners but also native speakers compose the target audience, the author examines micro and macro environments as well as explicit and implicit attributes of cultural identity and diversity. The author specifically identifies the study context, pointing out that the two classes were examined in the high school mainstream. Duff (2002) applies observation and interview methods to collect data, such as home language, ethnicity, status, etc. Conducting the study and providing excerpts from it, the theorist explores the role of the interactional displacement of students in class and reveals some constraints. In particular, it is stated that sequential turn-taking is more opportune for the non-local students while they feel uncomfortable or confused during group or class discussions. As for the first language speakers, they proved to be more talkative yet prone to interrupt their peers, speaking or intending to do it. Both cultural and social differences between students are reinforced by their positioning, interaction patterns, and discussed themes. Based on speech and behavior peculiarities, the author discovers social networks between students and comments on each of them, presenting her findings in a table format and also supporting them with detailed interpretation. Duff (2002) concludes that ethnography of communication presents essential grounds for the establishment of recognition of cultural diversity, empathy, and the overall culture-sensitive context. Informed Response to Key Theoretical Concepts The focal concept utilised by the author alludes to ethnography of communication. According to Witteborn, Milburn, and Ho (2013), it refers to “contextualised communicative practices and conceptualising ways of being, acting, and relating, tightening them into a communicative theory about social life” (p. 188). In order to conduct the study, the scholar applies macro context that embraces social, cultural, and historical features of communication along with micro context that focuses on learning activities. Furthermore, etic and emic directions were also specified, where the first one implies inside perception and the latter – outside attitudes (Zhu & Bargiela-Chiappini, 2013). Duff (2002) identifies the two groups of students, including native English speaking (NES) and non-native English speaking (NNES) ones. Critical Overview In her article, Duff (2002) investigates the impacts of ethnography of communication method to learning that is a qualitative research method widely used to study cultural and social issues. The key contribution of this article is that it provides valuable insights into the practical application of the suggested method. The author clearly and consistently describes the core concepts, methodology, and findings, supporting them with credible evidence and excerpts from real conversations with students. In other words, this article explicates both the process and effe