The chapter reviews the history of how silence inquiry began and evolved and then surveys major trends in research that both support and disapprove of the presence of silence in education. The author highlights that the concept of silence research in the chapter refers to studies that nurture silence as well as those that hinder it. Being a highly debatable construct, silence is subject to both appreciation and disapproval, with diverse nuances in between. In an ideal world, we identify useful silence to employ it as an asset and we identify useless silence to remove it as a problem. Unfortunately, some studies are designed to remove silence at any cost without distinguishing whether it is useful or useless. To make ELT pedagogy silence-inclusive, lessons are drawn from research in both language learning and the broader discipline of education. Owing to its limited scope, the chapter does not aim for numbers by reporting as many research studies as possible but will be highly selective to only extract the essence of silence research. The purpose of this is to identify significant patterns and findings with strong potential for transforming pedagogy.