Jan Berenst | Center for Language and Cognition, Rijksuniversiteit Groningen
Kees de Glopper | Center for Language and Cognition, Rijksuniversiteit Groningen
This paper describes a pilot-study that explores situated learning at kindergarten. By whole-class shared book reading, children get to know several participation frame-works, in which they gradually learn to participate during a longitudinal reading-aloud program. Using qualitative conversation analytic methods, this paper shows how children explore these different frameworks. One framework is described in more detail, because it demonstrates the development children go through by learning to participate in this discussion frame. As can be seen by the interactions that take place within the discussion frame, children gradually learn to use exploratory talk: children jointly construct knowledge, which enables them to practice and develop ways of reasoning with language. This pilot-study shows that further analysis of the creation of participation frameworks during whole-class book reading and the interactions that take place within these frameworks is likely to give more insight into the evolving processes of learning and development.
van der Meij, Sofie, Myrte Gosen & Annerose Willemsen
2024. ‘Yes? I have no idea’: teacher turns containing epistemic disclaimers in upper primary school whole-class discussions. Classroom Discourse 15:1 ► pp. 1 ff.
van Balen, Johanna, Myrte N. Gosen, Siebrich de Vries & Tom Koole
2022. “What do you think?” How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education. Linguistics and Education 69 ► pp. 101037 ff.
van Balen, Johanna, Myrte N. Gosen, Siebrich de Vries & Tom Koole
2024. Taking learner initiatives within classroom discussions with room for subjectification. Classroom Discourse 15:2 ► pp. 123 ff.
Willemsen, Annerose, Myrte N. Gosen, Marije van Braak, Tom Koole & Kees de Glopper
2018. Teachers’ open invitations in whole-class discussions. Linguistics and Education 45 ► pp. 40 ff.
Gosen, Myrte N., Jan Berenst & Kees de Glopper
2013. The interactional structure of explanations during shared reading at kindergarten. International Journal of Educational Research 62 ► pp. 62 ff.
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