Balenvan-etal2024c
| Balenvan-etal2024c | |
|---|---|
| BibType | ARTICLE |
| Key | Balenvan-etal2024c |
| Author(s) | Johanna van Balen, Myrte N. Gosen, Siebrich de Vries, Tom Koole |
| Title | Peer-to-peer-talk in whole-classroom discussions |
| Editor(s) | |
| Tag(s) | EMCA, Peer-to-peer-talk, whole-classroom discussions, assertions, challenges, conversation analysis, (dis)agreements |
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| Year | 2024 |
| Language | English |
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| Journal | International Journal of Educational Research |
| Volume | 125 |
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| DOI | https://doi.org/10.1016/j.ijer.2024.102354 |
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Abstract
During teacher guided whole-classroom discussions aimed at sharing perspectives in Dutch Language and Literature lessons, we observed stretches of peer-to-peer-talk. This conversation-analytic study zooms in on how these stretches of peer-to-peer-talk come about. Students are found to respond to each other mainly with challenges and assertions. A challenge is formulated as a wh-question, imperative, interrogative, declarative or phrasal and is used for questioning the given response, rather than obtaining information. An assertion is used to express a point of view and is formulated in two ways: as personal opinion, formulated in I-perspective, and as statement, formulated in second person singular or by the use of ‘generic you’. Both a challenge and an assertion elicit a following student contribution. A challenge mostly provokes a contribution in which a student expresses to stick to his/her point of view and an assertion mostly provokes a subsequent assertion in which agreement or disagreement is expressed. This study reveals that students work on each other’s contributions from moment to moment in interaction. The insights from this study can help teachers encourage dialogue during whole-classroom discussions.
Notes
