"En De Leerkracht Knikte Petra Glunderend Toe"

The article presented here gives a brief illustration of some results of a case study which took place in 1982. This study fits in with the framework of a larger scale project of the SLO (Foundation for Curriculum Development, Enschede): Language competence in primary school. The goal of this research was twofold: - what is the influence of teacher nlanning on the interaction - what is the influence of the interaction, especially with regard to the contribution of the children, on the implementation of the planning. In short, we want to outline the reciprocal influence of nlanning and interaction. The study took place in two classes of a more or less open-plan primary school in Kerkrade. Both linguists and educationalists worked together in a close interdisciplinary co-operation. In addition we worked closely together with the teachers involved and with the curriculum developers. The researchers participated in the classes for two weeks, made videotapes, and transcripts. Also we took Stimulated Recall Inter-views; viewing sessions with researchers and teachers together to obtain teachers' objectives, interpretations and to verify internretations of the researchers. This method should always play an important role in analyzing Classroom interaction. This article focuses on one of the most important results of the study; the model of analysis. Within this model interaction is defined as a process of negotiation. Furthermore we made a distinction between teacher planning before and during the lesson, referred to as pre-active and intra-active planning. A central position in this model is taken up by the notion 'moment of decision'. This notion allows us to make the connexion between interaction and planning visible. A series of these moments establishes the actual interaction. It is in these moments that both the teacher and the children achieve consensus with relation to the organisa-tion and content of the interaction. Each participant negotiates from a certain point of view. Within a language situation the perspectives of the participants are never the same. They depend on the rights and obligations one has within the specific situation. Concerning the classroom situation we point out some aspects of on the one hand the teacher and on the other hand the group of children. We pay attention to the institutional role of the teacher, her intentions, planning, objectives and past educational experiences with or without the same group of children. Children of their own also have intentions and past experiences. For the analysis of a 'moment of decision' we describe both the perspectives of teacher and pupil, and the consensus they achieved.