Based on a qualitative analysis of classroom discourse in Italian primary schools, this paper analyses the micro-processes that are emergent moment-by-moment in the unfolding interactions between teacher and pupils. More in particular, our purpose is to identify the conditions under which the interactive orientation of a sequence changes. We argue that unpredictable emergent contributions function as turning points, re-directing and changing the sequence's orientation. The results show that the turning points introduce changes in the sequences as far as three discourse characteristics are concerned: (a) communicative pattern; (b) lesson objective; and (c) role of primary knower. The discussion points out the importance of these results for the teachers' work and training.
Interactive micro-processes in classroom discourse: Turning points and emergent meanings / C. Mameli; L. Molinari. - In: RESEARCH PAPERS IN EDUCATION. - ISSN 0267-1522. - 28:2(2013), pp. 196-211. [10.1080/0267.1522.2011.610900]
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