Instructional dialogues: Participation in dyadic interactions in multicultural

Maaike Hajer

Utrecht University, The Netherlands

WS172: Discourse in the multicultural school

This paper is concerned with pupil participation in classroom interaction. However,where most studies of classroom interaction focus on whole group interaction, this paper deals with dialogues between the teacher and an individual pupil during individual work. Thinking aloud research of pupils working on their assignements shows that language problems with understanding the assignment exist (Prenger 2005), but these are interactionally turned into invisible problems of individual pupils. The teacher does this by tacitly assuming maths procedural problems as the starting point for his explanations, without checking what the exact problem is. The pupils do this by reciprocally accepting the teacher’s problem definition as the problem.

Prenger, J. (2005) Taal telt! Een onderzoek naar de rol van taalvaardigheid en tekstbegrip in het realistische wiskundeonderwijs [Language counts! An investigation of the role of language proficiency and text comprehension in realistic maths education], Dissertation, Rijksuniversiteit Groningen

Session: Workshop (part 2)
Discourse in the multicultural school
Saturday, April 5, 2008, 11:00-12:30
room: 16