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.
|Title of host publication||Annual meeting of the American Educational Research Association|
|Publisher||American Educational Research Association (AERA)|
|Publication status||Published - 2017|
|Event||American Educational Research Association Annual Meeting 2017: AERA 2017 - Grand Hyatt San Antonio, San Antonio, United States|
Duration: 27 Apr 2017 → 01 May 2017
|Conference||American Educational Research Association Annual Meeting 2017|
|Abbreviated title||Knowledge to action: achieving the promise of equal educational opportunity|
|Period||27/04/17 → 01/05/17|
Davidson, C., & Edwards-Groves, C. (2017). Student-student talk for dialogic teaching: Challenging and changing the interaction order in whole-class talk. In Annual meeting of the American Educational Research Association American Educational Research Association (AERA).