Student-student talk for dialogic teaching: Challenging and changing the interaction order in whole-class talk

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The Initiation-Response-Feedback (IRF) talk structure massively constitutes classroom lessons but often provides limited talk options for students. This paper draws on practitioner action research in an elementary classroom where a teacher deliberately sought to challenge the predominance of the IRF structure and promote dialogic teaching during whole-class talk. Specifically, we examine whole-class talk where students build on the talk of each other. Conversation analysis delineates the ways teacher talk provided for student-student interaction, students produced consecutive turns, and the teacher resumed talk following student-student interactions. The study establishes possibilities for enabling whole-class talk where students extend their participation and challenges faced when changing the interaction order.
Original languageEnglish
Title of host publicationAnnual meeting of the American Educational Research Association
PublisherAmerican Educational Research Association (AERA)
Publication statusPublished - 2017
EventAmerican Educational Research Association Annual Meeting 2017: AERA 2017 - Grand Hyatt San Antonio, San Antonio, United States
Duration: 27 Apr 201701 May 2017


ConferenceAmerican Educational Research Association Annual Meeting 2017
Abbreviated titleKnowledge to action: achieving the promise of equal educational opportunity
Country/TerritoryUnited States
CitySan Antonio
Internet address


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