Abstract
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 language | English |
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| 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 https://www.aera.net/Events-Meetings/Annual-Meeting/2017-Annual-Meeting-Program |
Conference
| Conference | American Educational Research Association Annual Meeting 2017 |
|---|---|
| Abbreviated title | Knowledge to action: achieving the promise of equal educational opportunity |
| Country/Territory | United States |
| City | San Antonio |
| Period | 27/04/17 → 01/05/17 |
| Internet address |