LET Discourse culture: day 2LET Discourse culture: day 2

So what is our agenda?So what is our agenda? What’s your agenda?What’s your agenda? Where are you now and where do you waWhere are you now and where do you wa

nt to be?nt to be? Ways of monitoring progress?Ways of monitoring progress?

Discourse analysisDiscourse analysisoror

The grammar of talkThe grammar of talk

LET day 2 Oct 07LET day 2 Oct 07

Talking to learn

Vygotsky

P4C

NLP

Constructivism

Learning to talk

Metalanguage

Metacognition

Quality of talk

Talk as text

To what extent does the talk need to be made visible for the thinking/learning to be embedded?

Discourse analysisDiscourse analysis Speech act Speech act theory – utterances perform actions theory – utterances perform actions

(often hidden by their grammar)(often hidden by their grammar) Adjacency pairs – what we can say at one point Adjacency pairs – what we can say at one point

usually limited by what has gone before, co-usually limited by what has gone before, co-operating and competing ‘islands of operating and competing ‘islands of predictability’predictability’

Turn-taking and length of utteranceTurn-taking and length of utterance What determines conversational status? age, What determines conversational status? age,

seniority, gender, profession, expertise, personal seniority, gender, profession, expertise, personal qualities, wealth, social positionqualities, wealth, social position

Cultural norms – politeness, silence, Cultural norms – politeness, silence, appropriacy, ‘boastings’, sprezzatura (contrived appropriacy, ‘boastings’, sprezzatura (contrived effortlessness)effortlessness)

Linguistic investigation modelLinguistic investigation model

surveysurvey

classifyclassify

analyseanalyse

amplifyamplify

Grice’s maximsGrice’s maxims

Quantity – too much/too little for purposeQuantity – too much/too little for purpose Quality - truthfulnessQuality - truthfulness Relevance – linked to previous Relevance – linked to previous

utterance(s)utterance(s) Manner – clarity/coherenceManner – clarity/coherence

Desirable outcomes?Desirable outcomes? An engagement continuum – from isolation and An engagement continuum – from isolation and

truculence to dialogic and collaborative: what constructs truculence to dialogic and collaborative: what constructs and T&L approaches do we have as a profession to and T&L approaches do we have as a profession to grow a groups of students?grow a groups of students?

AfLAfL processes and materials processes and materials that make the review and that make the review and evaluation of talk possibleevaluation of talk possible

Management tools for spreading the culture in one Management tools for spreading the culture in one classroom across a department (e.g. coaching materials, classroom across a department (e.g. coaching materials, departmentally generated ped packs, electronic departmentally generated ped packs, electronic handbook)handbook)

Monitoring tools: Monitoring tools: how can we monitor the quality of how can we monitor the quality of classroom discourse and evaluate its impact, other than classroom discourse and evaluate its impact, other than through observation? In particular, how can students’ be through observation? In particular, how can students’ be involved in this process (e.g. structures for involved in this process (e.g. structures for questionnaires, skills audits, interviews)questionnaires, skills audits, interviews)

Evaluating progress and planning for progression Evaluating progress and planning for progression – in whole class– in whole class

isolated or unrelated remarks

building on each other

decentring (considering other points of view)

de-personalising ‘Hate the sin : love the man’

collective reasoning, building a community