Download e-book for kindle: Computers and Talk in the Primary Classroom (Language and by Rupert Wegerif

By Rupert Wegerif

ISBN-10: 0585195749

ISBN-13: 9780585195742

ISBN-10: 1853593958

ISBN-13: 9781853593956

This article appears at how pcs are getting used in basic school rooms and the way they can be used higher. Its 3 sections concentration upon: how can we examine studying via speak round pcs? What impacts the standard of crew paintings round desktops? What can academics do to enhance this?

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Extra resources for Computers and Talk in the Primary Classroom (Language and Education Library)

Sample text

However, as they go a little further with their planning, they begin to challenge one another. The next sequence follows immediately: < previous page page_26 next page > < previous page page_27 next page > Page 27 Sequence 2 At the Stable M:So they were going to the stable Extends C: No Challenges + counter hypothesis No pretend they were already in the stable M:In the stable Accepts? ' M:Or we could Challenges + counter hypothesis We could just wait and not see the star And then the shepherds could come C: Yeh Accepts In each case the challenge is followed by an alternative hypothesis, but one which remains an extension of the discourse that has gone before.

7Clara: (2) 8Alex: Huh= 9Clara: = Have we set the question like/[different 10Alex: [yeah 11Betsy:Words in other words 12Clara: Mmm= 13Alex: = What is [the mind body debate? 14Clara: [(. ) 15Alex: Yeah s- say what it is (writing) (3) what is it then? 1 In this sequence, an initial procedural managing move was made by Alex (line 1). It seemed to be accepted by Clara's (line 3) repetition (see Schegloff, 1982) and implicitly by Betsy who said nothing even though < previous page page_42 next page > < previous page page_43 next page > Page 43 there was a pause opportunity either side of Clara's turn.

In these examples, both children contribute ideas to the planning, and each seems to listen to the other's offering, even though they do not always agree. Later they run into difficulty with spelling, but they still tackle the problem in a reflective way, and although Milly seems to be more accurate with her spelling, they both offer insightful comments. For example, in their attempts to spell `once': Sequence 4 How to Spell `once' M:It is an `o' and then it might be a `u' C: I think that's an `h' M:No.

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Computers and Talk in the Primary Classroom (Language and Education Library) by Rupert Wegerif

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