Difference between revisions of "Balenvan-etal2024b"
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|Title=Taking Learner Initiatives within Classroom Discussions with Room for Subjectification | |Title=Taking Learner Initiatives within Classroom Discussions with Room for Subjectification | ||
|Tag(s)=EMCA; Classroom Interaction; learner initiative; mothertongue education; subjectification; conversation analysis | |Tag(s)=EMCA; Classroom Interaction; learner initiative; mothertongue education; subjectification; conversation analysis | ||
| − | |Key= | + | |Key=Balenvan-etal2024b |
|Year=2024 | |Year=2024 | ||
|Language=English | |Language=English | ||
Revision as of 12:32, 18 February 2025
| Balenvan-etal2024b | |
|---|---|
| BibType | ARTICLE |
| Key | Balenvan-etal2024b |
| Author(s) | Balen, Johanna van, Myrte N. Gosen, Siebrich de Vries & Tom Koole |
| Title | Taking Learner Initiatives within Classroom Discussions with Room for Subjectification |
| Editor(s) | |
| Tag(s) | EMCA, Classroom Interaction, learner initiative, mothertongue education, subjectification, conversation analysis |
| Publisher | |
| Year | 2024 |
| Language | English |
| City | |
| Month | |
| Journal | Classroom Discourse |
| Volume | 15 |
| Number | 2 |
| Pages | 123-142 |
| URL | |
| DOI | https://doi.org/10.1080/19463014.2022.2128689 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study shows how learner initiatives are taken during classroomdiscussions where the teacher seeks to make room for subjectifica-tion. Using Conversation Analysis, subjectification can be observedwhen students take the freedom to express themselves as subjectsthrough learner initiatives. Drawing on data from classroom discus-sions in language and literature lessons in the mother tongue, theauthors find that learner initiatives can be observed in three differ-ent ways: agreement, request for information, counter-response.A learner initiative in the form of an agreement appears to functionmostly as a continuer and prompts the previous speaker to reclaimthe turn, while the I-R-F structure remains visible. In contrast, mak-ing a request for information or giving a counter-response ensuresmostly a breakthrough of the I-R-F-structure and leads toa dialogical participation framework in which multiple studentsparticipate. Findings illustrate that by making a request for informa-tion or giving a counter-response, students not only act as anindependent individual, but also encourage his peers to do so.
Notes
