Dialogic Teaching: Rethinking "Messy" Classroom Interactions in a French Grammar Lesson

Arend, Béatrice; Sunnen, Patrick

Reference : Dialogic Teaching: Rethinking "Messy" Classroom Interactions in a French Grammar Lesson


	Document type :	Scientific congresses, symposiums and conference proceedings : Paper published in a book
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/27667

Title :	Dialogic Teaching: Rethinking "Messy" Classroom Interactions in a French Grammar Lesson
Language :	English
Author, co-author :	Arend, Béatrice [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Sunnen, Patrick [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	2016
Main document title :	Ireland International Conference on Education, Dublin 25-28 April 2016
Editor :	Shoniregun, Charles A.
Publisher :	Infonomics Society
Pages :	85-86
Peer reviewed :	Yes
Audience :	International
ISBN :	978-1-908320-67-4
Event name :	Ireland International Conference on Education (IICE-2016)
Event date :	from 25-04-2016 to 28-04-2016
Event place (city) :	Dublin
Event country :	Ireland
Keywords :	[en] dialogic teaching ; conversation analysis ; classroom talk
Abstract :	[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.
Target :	Researchers ; Professionals ; Students
Permalink :	http://hdl.handle.net/10993/27667

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