Pulles2021a
| Pulles2021a | |
|---|---|
| BibType | ARTICLE |
| Key | Pulles2021a |
| Author(s) | Maaike Pulles, Jan Berenst, Tom Koole, Kees de Glopper |
| Title | Text formulations as practices of demonstrating understanding in dialogic reading |
| Editor(s) | |
| Tag(s) | EMCA, Dialogic reading, text formulations, peer interaction |
| Publisher | |
| Year | 2021 |
| Language | English |
| City | |
| Month | |
| Journal | Text & Talk |
| Volume | 41 |
| Number | 4 |
| Pages | 515-538 |
| URL | Link |
| DOI | https://doi.org/10.1515/text-2019-0222 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper examines text formulations in the interaction between peers in primary school during dialogic reading, in inquiry learning settings. In this context pupils collaboratively use information from texts to answer their research questions. The data analyzed include 25 excerpts of pupils demonstrating understanding of text. We used Conversation Analysis to analyze how pupils demonstrate their understanding by the use of text formulations, as a specific type of formulations, and how these formulations function as a bridge between the reading action and the discussion of text content. Parallel to the types of conversational formulations (gist and upshot), we found two practices of demonstrating understanding, namely (1) formulating the gist of relevant text to demonstrate literal understanding, and (2) formulating an upshot to demonstrate how the text contributes to the reading goal. Both types are used to establish shared understanding of text, but focus the discussion as well on what participants find relevant information in the text to further talk about. To reach shared understanding and to use it for next steps, both interactants need to have access to the text in some way. This study contributes to our understanding of how pupils collaboratively use text to build their knowledge.
Notes
