Material texts as objects in interaction – constraints and possibilities in relation to dialogic reading instruction.

Abstract

In this article we focus the role of texts as material objects in the interaction between a teacher and her students in Swedish grade nine, working with argumentative texts on basis of dialogic reading instruction. With a conversation analysis approach we investigate how texts are used as material objects and resources in the organization of interaction between students and their teacher during group work. We also discuss what pedagogical implications for reading instruction do the role of texts as material objects have when striving for dialogicity in the classroom. The result shows that texts are used for establishing a shared focus of attention in relation to solving the task, as well as negotiating responsibility and primacy in this activity. They are also used as resources for organizing turn-taking. A conclusion is that an intention to implement dialogic reading instruction requires awareness of how dialogic and critical aspects of reading easily become subordinated to the aim of problem solving in classrooms as task work is organized around material texts.

(Published: 16 March, 2017)

Citation: M. Tanner et al. ‘‘Material texts as objects in interaction constraints and possibilities for dialogicity in reading
instruction.’’ Nordic Journal of Literacy Research, Vol. 3, 2017, pp. 83-103. http://dx.doi.org/10.23865/njlr.v3.471

Published
2017-03-16
Keywords
classroom interaction, conversation analysis, dialogicity, reading instruction