On the sequential organization and genre-orientation of discourse units in interaction: An analytic framework

Quasthoff, Uta Μ.; Heller, Vivien; Morek, Miriam

doi:10.1177/1461445616683596

Cited by 59 publications

(40 citation statements)

References 44 publications

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“…However, none of these approaches provides a conceptualization of individual students' discourse competence in order to grasp the notion of participation in more detail. The perspective of Interactional Discourse Analysis (IDA; Quasthoff, Heller, & Morek, 2017) fills this gap as it matches the descriptive needs and comprises the idea of vocabulary and grammar serving discourse practices. This article shows how it substantially contributes to the process of theorizing, especially with respect to individual discourse competences.…”

Section: Discourse Practices and Discourse Competence In The Interactmentioning

confidence: 99%

Discourse competence as important part of academic language proficiency in mathematics classrooms: the case of explaining to learn and learning to explain

et al. 2018

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Language, which plays a special role for the learning of mathematics, is investigated in this article for the specific discourse practice of explaining during whole-class discussions: On the one hand, explaining is a medium for learning since school cannot be thought of without communication. On the other hand, students at the beginning of secondary school are still in the process of language acquisition and are also still learning how to communicate mathematically. Thus, students are learning to explain in mathematics classrooms. This empirical study focuses on the overall question of how discourse competence, participation in classroom discourse, and mathematical learning opportunities are related. For that purpose, the approach of Interactional Discourse Analysis is introduced to mathematics education research and coordinated with the Interactional-Epistemic Perspective from mathematics education. The relevance of explaining is shown theoretically and empirically and a description is given of how limited discourse competence and limited epistemic participation proceed across situations.

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Section: Discourse Practices and Discourse Competence In The Interactmentioning

confidence: 99%

Discourse competence as important part of academic language proficiency in mathematics classrooms: the case of explaining to learn and learning to explain

et al. 2018

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“…In particular, the term 'student explanation' includes both turns that explain something and turns where there is disagreement between speakers. In ordinary conversation an explanation is given to address an assumed knowledge deficit in the other participants in the interaction (Antaki 1994) and a distinction is often made between explanations and arguments (Quasthoff et al 2017). This distinction is not necessarily easy to make in the case of the classroom.…”

Section: The Structure Of Classroom Interactionmentioning

confidence: 99%

Making Student Explanations Relevant in Whole Class Discussion

Ingram

Andrews

Pitt

2018

Language and Communication in Mathematics Education

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Students explaining their mathematics is vital to the teaching and learning of mathematics, yet we know little about how to enable and support students to explain in whole class discussions beyond teachers asking particular questions. In this chapter we use a conversation analytic approach to explore the interactional structures that make student explanations relevant. Through a detailed examination of interactions where a student explanation occurs, three distinct structures are identified where a student explanation is perceived to be relevant Our focus in the analysis is the social actions students themselves do in their explanations to display their interpretation of the interaction as requiring an explanation and constraining the type of explanation. However, these structures also offer ways that teachers can use the structure of interaction to encourage students to offer explanations in their responses.

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“…Jobs represent the organizational tasks (Sacks, 1995 ; Quasthoff et al, 2017 ) the participants orient toward in the joint achievement of reference. Because these jobs follow a sequential logic, this level of description captures the sequential organization of reference.…”

Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play

Heller

Rohlfing

2017

Front. Psychol.

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The present study examines how young children and their caregivers establish reference by jointly developing stable patterns of bodily, perceptual, and interactive coordination. Our longitudinal investigation focuses on two mother–child dyads engaged in picture-book reading and play. The dyads were videotaped at home once every 6 weeks while the children aged from 9 to 24 months. Inspired by conversation analysis and multimodal analysis, our developmental approach builds on the insight that the situated and embodied production of reference is fundamentally an interactive achievement. To examine the acquisition of reference, we developed a descriptive instrument that takes account of not only the dyad's joint accomplishment but also each participant's contributions to it. The instrument is based on the sequential reconstruction of the jobs that both participants have to accomplish jointly in order to achieve reference: establishing visual perception as a relevant resource, constituting a domain of scrutiny, locating a target, and construing the (meaning of the) referent. Methodologically, these jobs serve as a tertium comparationis for the longitudinal comparison of both the adult's as well as the child's contributions to establishing reference. We used this instrument to examine (1) what bodily and verbal resources the participants employed, and (2) how their contributions to accomplishing the jobs changed over time. Findings showed that the acquisition of reference was closely related to the child's increasing ability to recognize, fulfill, and set up conditional relevancies. We conclude that the adult's dynamic and contextualized use of conditional relevancies, recipient design, and observability is a crucial driving force in the acquisition of reference.

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On the sequential organization and genre-orientation of discourse units in interaction: An analytic framework

Cited by 59 publications

References 44 publications

Discourse competence as important part of academic language proficiency in mathematics classrooms: the case of explaining to learn and learning to explain

Discourse competence as important part of academic language proficiency in mathematics classrooms: the case of explaining to learn and learning to explain

Making Student Explanations Relevant in Whole Class Discussion

Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play

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