Although the practice of (re)formulating has been examined in a variety of institutional settings, its realization in the framework of school interaction has received no attention from a conversation analytic perspective. The present article aspires to fill this gap, offering some preliminary remarks about how reformulations, namely versions of what was previously said or implied, are accomplished in the classroom. More specifically, two types of the teacher’s reformulations are distinguished, on the basis of his/her epistemic access to what is reformulated. The research aims at demonstrating how a general practice adapts to the central activities of the setting in which it is employed.
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Jacknick, Christine M. & Derya Duran
2021. Transforming student contributions into subject-specific expression. System 98 ► pp. 102485 ff.
Pulles, Maaike, Jan Berenst, Tom Koole & Kees de Glopper
2021. Text formulations as practices of demonstrating understanding in dialogic reading. Text & Talk 41:4 ► pp. 515 ff.
Solem, Marit Skarbø & Karianne Skovholt
2019. Teacher Formulations in Classroom Interactions. Scandinavian Journal of Educational Research 63:1 ► pp. 69 ff.
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