[en] In this article we demonstrate how a CA based study can shed light on the complex phenomenon of
classroom talk. Through a fine-grained single case analysis, it turns out that apparently ‘disordered’
moments in a French high school grammar lesson can be considered as an instance of dialogic
teaching. We identify occurring overlaps and students’ self-selections as accounts of dialogue
promoting joint thinking and learning.
Disciplines :
Languages & linguistics
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)
External co-authors :
no
Language :
English
Title :
Dialogic Teaching. Investigating Teacher-Student Talk from a CA Perspective.
Publication date :
2016
Journal title :
International Journal for Cross-Disciplinary Subjects in Education
