Reference : Dialogic Teaching: Rethinking "Messy" Classroom Interactions in a French Grammar Lesson
Scientific congresses, symposiums and conference proceedings : Paper published in a book
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/27667
Dialogic Teaching: Rethinking "Messy" Classroom Interactions in a French Grammar Lesson
English
Arend, Béatrice mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Sunnen, Patrick mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
2016
Ireland International Conference on Education, Dublin 25-28 April 2016
Shoniregun, Charles A.
Infonomics Society
85-86
Yes
International
978-1-908320-67-4
Ireland International Conference on Education (IICE-2016)
from 25-04-2016 to 28-04-2016
Dublin
Ireland
[en] dialogic teaching ; conversation analysis ; classroom talk
[en] In our paper, we will investigate classroom talk in terms of “dialogic teaching” in order to rethink classroom interactions that appear to be “messy” at first sight. To do so, we will analyse a video excerpt taken from the film “Entre les murs” that shows classroom interactions in a French secondary school. A fine-grained analysis of teacher- student interactions is conducted according to a conversation analytic approach. With reference to the concept of “dialogic teaching”, analysing sequence organisation of the classroom talk occurring in the selected French grammar lesson opens up a new perspective on the event, i.e. it becomes possible to consider students’ utterances not as digressions but as enriching contributions to an expansion of the learning/teaching object.
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/27667

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