Classroom Interaction and Dialogue: Processes of Continuity and Change

• In Event: Roundtable Session 104
  In Roundtable Session: Exploring Issues of Literacy, Equity, Access, and Change in Classroom Settings

Abstract

This paper explores processes of continuity and change in patterns of classroom talk. We conducted a teacher professional development programme to encourage and support dialogic practice in primary school literacy lessons and analysed shifts in the classroom discourse and interaction. Data analysis combined computer-assisted systematic discourse analysis with linguistic ethnographic micro-analysis of select episodes. The emergence of dialogic episodes was shaped by the interaction of a variety of factors, including: lesson topic; learning activity; teacher and pupil motives and worldviews; and wider educational and institutional frameworks.

Authors

• Adam Lefstein, Ben Gurion University of the Negev

• Julia Snell, King's College London