Taking Interaction in Literacy Events Seriously: A Conversation Analysis Approach to Evolving Literacy Practices in the Classroom

Autor/in	Tanner, Marie
Titel	Taking Interaction in Literacy Events Seriously: A Conversation Analysis Approach to Evolving Literacy Practices in the Classroom
Quelle	In: Language and Education, 31 (2017) 5, S.400-417 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2017.1305398
Schlagwörter	Literacy Education; Discourse Analysis; Teacher Student Relationship; Metacognition; Classroom Communication; Social Influences; Verbal Communication; Nonverbal Communication; Foreign Countries; Video Technology; Ethnography; Elementary School Students; Elementary School Teachers; Swedish; Geography Instruction; Writing Assignments; Sweden + Suchen Sie Ihr Suchwort? Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Klassengespräch; Sozialer Einfluss; Non-verbal communication; Nonverbale Kommunikation; Ausland; Ethnografie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schwedisch; Geography education; Geography lessons; Geografieunterricht; Schweden
Abstract	In this article, I examine the relation between literacy events and literacy practices in classroom interaction and add to ongoing discussions in the field of NLS about the transcontextual nature of literacy and how local literacy events are linked to broader literacy practices. It specifically focuses on how the link between literacy events and literacy practices are maintained in the institutionally shaped classroom interaction. Conversation analysis (CA) is used to explore the interactional resources and social knowledge relied upon as teachers and students orient to literacy practices in everyday classroom interactions. The analysis focuses on a frequent type of teacher-student interaction during seatwork, desk interaction, i.e. interactions that occur as students work individually at their desks while the teacher moves around in the classroom to help and supervise them. The result shows how teachers and students refer to and use previously shared experiences of institutionally shaped literacy practices in the desk interactions, using both verbal and non-verbal resources. Thus, the literacy events in these interactions are shown both to be embedded in and contributing forward to the progressive shaping of classroom literacy practices that to a large extent seem to be practices of self-regulation and responsibility in individual assignments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01