Differential Teacher Attention to Student Utterances: The Construction of Different Opportunities for Learning in the IRF

Linguistics and Education

Volumn 9, Issue 3, 1997, Pages 287-311

  Hall, Joan Kelly ^a  

^a UNIVERSITY OF GEORGIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0007322870     PISSN: 08985898     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0898-5898(97)90003-6     Document Type: Article

References (38)

1. Baker, C. (1992). Description and analysis in classroom talk and interaction. Journal of Classroom Interaction, 27(2), 9-14.
2. Barnes, D. (1992). From communication to curriculum. Portsmouth, NH:Boynton/Cook
3. Bloome, D. & Egan-Robertson, A. (1993). The social construction of intertextuality in classroom reading and writing lessons. Reading Research Quarterly, 28(4), 305-333.
4. Bowers, C.A., & Flinders, D. (1990). Responsive teaching: An ecological approach to classroom patterns of language, culture, and thought. New York: Teachers College Press.
5. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
6. Coates, J. (1994). No gap, lots of overlap: Turn-taking patterns in the talk of women friends, In D. Graddol, J. Maybin, & B. Stierer, (Eds.), Researching language and literacy in social context. Clevedon: Multilingual Matters
7. Dorr-Bremme, D. (1990). Contextualization cues in the classroom; Discourse regulation and social control functions. Language in Society, 19(3), 379-402.
8. Eder, D. (1982). Differences in communicative styles across ability groups. In L.C. Wilkinson (Ed.) Communicating in the classroom. Pp. 245-64. New York: Academic Press.
9. Green , J., & Dixon, C. (1994). Talking knowledge into being: Discursive and social practices in classrooms. Linguistics and Education, 5, 231-239.
10. Gutierrez, K. (1994). How talk, context, and script shape contexts for learning: A cross-case comparison of journal sharing. Linguistics and Education, 5, 335-365.
11. Gutierrez, K. (1995). Unpackaging academic discourse. Discourse Processes, 19, 21-37.
12. Gutierrez, K., Larson, J., & Kreuter, B. (1995). Cultural tensions in the scripted classroom: The value of the subjugated perspective. Urban Education, 29(4), 410-442.
13. Goodwin, M. H. (1990). He-said-she-said: Talk as social organization among Black children. Bloomington: Indiana University Press.
14. Griffin, P. & Mehan, H. (1981). Sense and ritual in classroom discourse. In F. Coulmas, (Ed.), Conversational routine. The Hague: Mouton.
15. Hall, J.K. (1995). 'Aw, man, where we goin?': Classroom interaction and the development of L2 interactional competence. Issues in Applied Linguistics, 6 (2), 37-62.
16. Heap, J. (1992). Seeing snubs: An introduction to sequential analysis of classroom interaction. Journal of Classroom Interaction, 27(2), 23-28.
17. Hymes, D. (1974). Foundations in sociolinguistics: An Ethnographic approach. Cambridge: Winthrop Publishers.
18. Kasermann, M-L. (1991). Obstruction and dominance: Uncooperative moves and their effect on the course of conversation. In I. Marková & K. Foppa (Eds.), Asymmetries in dialogue. (pp. 101-123). Hertfordshire: Harvester Wheatsheaf
19. Kasermann, M-L & Altorfer, A. (1989). Obstruction in conversation: A triadic case study. Journal of Language and Social Psychology, 8(1), 49-58.
20. Lemke, J. (1988). Genres, semantics, and classroom education. Linguistics and Education, 1(1), 81-89.
21. Lerner, G. (1991). On the syntax of sentences-in-progress. Language in Society, 20, 441-458.
22. Lerner, G. (1994). Responsive list construction: A conversational resource for accomplishing multifaceted social action. Journal of Language and Social Psychology, 13(1), 20-33.
23. Lin, L. (1994), Language of and in the classroom: Constructing the patterns of social life. Linguistics and Education, 5, 367-409.
24. Luckmann, T. (1990). Social communication, dialogue and conversation. In I. Markova & K. Foppa. (Eds.), The dynamics of dialogue. (pp. 45-61), New York: Springer-Verlag.
25. Mehan, H. (1979). Learning lessons. Cambridge, Ma: Harvard University Press.
26. Middleton, D., & Edwards, D. (Eds.) (1990). Collective remembering. London: Sage.
27. Miller, P., & Goodnow, J. (1995). Cultural practices: Toward an integration of culture and development. In J. Goodnow, P. Miller, & F. Kessel. (Eds.), (pp. 5-20). Cultural practices as contexts for development. San Francisco: Jossey-Bass Publishers.
28. Patthey-Chavez, G.G., Clare, L., & Gallimore, R. (1995). Creating a community of scholarship with instructional conversations in a transitional bilingual classroom. Washington, D.C.: The National Center for Research on Cultural Diversity and Second Language Learning.
29. Philips, S. (1983). The invisible culture. Prospect Heights: Waveland Press.
30. Rommetveit, R (1990). On axiomatic features of a dialogic approach to language and mind. In I. Markova & K. Foppa. (Eds.), The dynamics of dialogue. (pp. 83-104). New York: Springer-Verlag.
31. Sanders, R. E. (1987). Cognitive foundations of calculated speech. Albany: SUNY Press.
32. Sanders, R.E. (1991). The two-way relationship between talk in social interactions and actors' goals and plans. In K. Tracy, (Ed.), Understanding face-to-face interaction: Issues linking goals and discourse. Hillsdale, NJ: LEA.
33. Schultz, J. J., Florio, S., & Erickson, F. (1982). Where's the floor? Aspects of the cultural organization of social relationships in communication at home and in school. In P. Gilmore & A. Glatthorn (Eds.), Children in and out of school: Ethnography and education. (pp.88-123). Washington, D.C.: Center for Applied Linguistics.
34. Smagorinsky, P. (1993). The social environment of the classroom: A Vygotskian perspective on small group process. Communication Education, 42(2), 159-71.
35. Varan, A., & Van Honten, L. (1988). Lessons taught and lessons learned: A story of differential teacher-adaptations of lessons for high- and low-ranked hearing impaired students. Discourse Processes, 11, 117-138.
36. Verplaetse, L. (1996). Teacher input and the marginalization of limited English proficient students. Paper presented at the 1996 American Association of Applied Linguistics, March 1996, Chicago, Il.
37. Wells, G. (1993). Reevaluating the IRF sequence: a proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education, 5, 1-17.
38. Wells, G. (1996). Using the tool-kit of discourse in the activity of learning and teaching. Mind, Culture, and Activity, 3(2), 1-22.