Interactive micro-processes in classroom discourse: turning points and emergent meanings

Abstract

Based on a qualitative analysis of classroom discourse in Italian primary schools, this paper analyses the micro-processes that are emergent moment-by-moment in the unfolding interactions between teacher and pupils. More in particular, our purpose is to identify the conditions under which the interactive orientation of a sequence changes. We argue that unpredictable emergent contributions function as turning points, re-directing and changing the sequence’s orientation. The results show that the turning points introduce changes in the sequences as far as three discourse characteristics are concerned: (a) communicative pattern; (b) lesson objective; and (c) role of primary knower. The discussion points out the importance of these results for the teachers’ work and training.