A sequential analysis of classroom discourse in Italian primary schools

The many faces of the IRF pattern

Datos Bibliográficos

ID5263322
AutoresLuisa Molinari (0000-0002-8055-5385, University of Parma), Consuelo Mameli (0000-0001-5701-0902, University of Parma), Augusto Gnisci (0000-0003-0429-3405, University of Campania "Luigi Vanvitelli")
Año2013
Volumen83
Número3
Páginas414-430
Fecha de publicación2013-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Educational Psychology (JOURNAL)
Identificadores de la revistaISSN: 0007-0998 • E-ISSN: 2044-8279
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8279.2012.02071.x
PMID23822529
OpenAlexW2096161730
IdiomaEN
Citas recibidas30
Referencias citadas30

Background. A sequential analysis of classroom discourse is needed to investigate the conditions under which the triadic initiation-response-feedback (IRF) pattern may host different teaching orientations.Aim. The purpose of the study is twofold: first, to describe the characteristics of classroom discourse and, second, to identify and explore the different interactive sequences that can be captured with a sequential statistical analysis.Method. Twelve whole-class activities were video recorded in three Italian primary schools. We observed classroom interaction as it occurs naturally on an everyday basis. In total, we collected 587 min of video recordings. Subsequently, 828 triadic IRF patterns were extracted from this material and analysed with the programme Generalized Sequential Query (GSEQ).Results. The results indicate that classroom discourse may unfold in different ways. In particular, we identified and described four types of sequences. Dialogic sequences were triggered by authentic questions, and continued through further relaunches. Monologic sequences were directed to fulfil the teachers' pre-determined didactic purposes. Co-constructive sequences fostered deduction, reasoning, and thinking. Scaffolding sequences helped and sustained children with difficulties.Conclusions. The application of sequential analyses allowed us to show that interactive sequences may account for a variety of meanings, thus making a significant contribution to the literature and research practice in classroom discourse

Class (philosophy) · Constructive · Dialogic · Discourse analysis · Linguistics · Mathematics education · Pedagogy · Process (computing) · Variety (cybernetics) · Artificial Intelligence · Communication · Computer Science · Educational and Psychological Assessments · Language Development and Disorders · Psychology · Reading and Literacy Development