From Conversation Analysis to the development of an interaction-sensitive coding system:
Capturing profiles of discourse acquisition support in classroom discourse
DOI:
https://doi.org/10.46586/SLLD.Z.2022.9608Keywords:
Classroom talk, coding system, adaptivity, discourse acquisition, teacher professional developmentAbstract
The methodologically oriented article presents theoretical and methodological principles as well as application perspectives of the coding instrument ISKODIL which aims at examining teachers’ moves that might foster students’ acquisition of oral discourse skills (Heller & Morek, 2015). The instrument was developed in a professional development project on teacher interaction in classroom discussions. It is based on Conversation Analysis and discourse acquisition theory and in contrast to existing coding instruments for classroom talk, ISKODIL helps to map the sequentiality and interactivity of adaptive discursive demands and support for discursive contributions. The focus is on global sequential implications for explaining and reasoning that teachers set up, and on teachers’ use of listening activities. Possible applications of ISKODIL are illustrated by comparing four teachers’ (German language and literature) repertoires of discourse-acquisition support moves.
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Copyright (c) 2022 Miriam Morek, Vivien Heller, Noelle Kinalzik, Valentin Schneider
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.