Seeking Educational Quality in the Unfolding of Classroom Discourse: A Focus on Microtransitions

Autor/inn/en	Mameli, Consuelo; Molinari, Luisa
Titel	Seeking Educational Quality in the Unfolding of Classroom Discourse: A Focus on Microtransitions
Quelle	In: Language and Education, 28 (2014) 2, S.103-119 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2013.771654
Schlagwörter	Classroom Communication; Computational Linguistics; Educational Quality; Discourse Analysis; Lesson Plans; Teacher Student Relationship; Elementary School Students; Elementary School Teachers; Foreign Countries; Goal Orientation; Teaching Methods; Learning Processes; Literacy Education; History Instruction; Grammar; Italy + Suchen Sie Ihr Suchwort? Klassengespräch; Linguistics; Computerlinguistik; Quality of education; Bildungsqualität; Diskursanalyse; Lesson planning; Unterrichtsplanung; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; History lessons; Geschichtsunterricht; Grammatik; Italien
Abstract	In this paper, we argue the importance of conceptualizing educational quality as located in everyday talk, and to search for it in the unfolding of classroom discourse and interactions. More specifically, we argue that for the discursive classroom process to be qualitatively effective it should be open and accessible by a series of microtransitions, corresponding to local transformations producing a re-directing of the unfolding of interactions. In this perspective, a classroom system may undertake instructional and relational tasks by grasping, through discursive moves, the emergent occasions that allow teacher and pupils to reciprocally adapt in terms of purposes, needs and requests. The corpus of data comprises a series of lessons that were video-recorded in Italian primary schools. The unit of analysis is the thematic interactive sequence, coded in terms of goals and orientation. A detailed analysis of three lessons, chosen as representatives of recitative, open and flexible lessons, respectively, is presented. The article concludes that a good indicator of educational quality corresponds to the participants' capacity to engage in microtransitions fostering teaching-and-learning as intertwined processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10