Ingram-Elliott2014

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Ingram-Elliott2014
BibType ARTICLE
Key Ingram-Elliott2014
Author(s) Jenni Ingram, Victoria Elliott
Title Turn taking and ‘wait time’ in classroom interactions
Editor(s)
Tag(s) EMCA, Turn-taking, Silence, Classroom interaction, Wait time
Publisher
Year 2014
Language English
City
Month
Journal Journal of Pragmatics
Volume 52
Number
Pages 1-12
URL Link
DOI 10.1016/j.pragma.2013.12.002
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

In this paper we examine classroom interactions using a conversation analytic approach to explore the relationship between turn taking and silences in classroom interaction. Seventeen mathematics lessons with pupils aged between 12 and 14 years were analysed in terms of the structure of turn taking and the length and nature of pauses that occurred during whole class interactions. We show that the turn taking structure of classroom interactions remains consistent with that described in the conversation analytic literature. In classroom interactions where different turn taking structures apply, silences have a different influence on student and teacher behaviour. We then demonstrate that the pedagogical construct of wait time is structurally built into classrooms with a formal turn taking structure and that this structure explains many of the previous research findings relating to the length of wait time. These findings have implications for pedagogic policies and recommendations relating to classroom interactions.

Notes