Establishing Scientific Discourse in Classroom Interaction Teacher Students' Orientation to Mundane Versus Technical Talk in the School Subject Norwegian

• Published in: Scandinavian journal of educational research Vol. 62; no. 2; pp. 229 - 244
• Main Author: Skovholt, Karianne
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 04.03.2018; Taylor & Francis Ltd
• Subjects: bridging devices; Case Studies; Classroom Communication; Classrooms; Conversation; conversation analysis (CA); Discourse Analysis; diskurs; Elementary School Students; Elementary School Teachers; Error Correction; fagspråk; Foreign Countries; formulations; Interaction Process Analysis; Language Teachers; Literature; lærerutdanning; norskfaget; Norwegian language; Observation; pedagogical link-making; Reference Materials; samtaleanalyser; Scientific Concepts; scientific discourse; Student talk; Student Teachers; Students; Teacher Education; Teacher Education Programs; Turn taking; Video Technology; Norway
• ISSN: 0031-3831; 1470-1170
• DOI: 10.1080/00313831.2016.1212263

This article reports a case study on classroom interaction in teacher education in Norway. It addresses how teacher students in the school subject Norwegian constitute scientific talk in a student-led discussion. First, the analysis reveals tension in the classroom conversation between mundane talk-that is, where students make claims with reference to their personal epistemic domain-and scientific talk-that is, where students make claims with reference to a shared scientific epistemic domain. Then, the analysis identifies specific interactional resources (reproach, embedded correction, formulation, and recontextualization) that the students use to regulate and bridge the 2 levels of discourse. Finally, the article provides insights into how scientific discourse is collaboratively established through conversational turns and considers how teacher education might use these findings for communication-skill training.