Koole2026
| Koole2026 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Koole2026 |
| Author(s) | Tom Koole, Myrte N. Gosen |
| Title | CA in education and schooling |
| Editor(s) | Matthew Burdelski, Tim Greer |
| Tag(s) | EMCA, Education |
| Publisher | Routledge |
| Year | 2026 |
| Language | English |
| City | London |
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| Pages | 424–439 |
| URL | Link |
| DOI | 10.4324/9781032720852-30 |
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| School | |
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| Howpublished | |
| Book title | The Routledge Handbook of Conversation Analysis |
| Chapter | |
Abstract
This chapter brings together conversation analysis (CA) research that shows how school and education are talked into being. First, the chapter looks at CA research on interaction in the classroom—not only teacher-fronted whole-class interaction but also dyadic interaction between a teacher and a single student, as well as student-student interaction in group work. Then, it discusses research on education-related interaction outside the classroom, in particular interaction in the playground, teacher-parent conferences about the child, meetings in which teachers and possibly other education professionals discuss individual students, and finally studies on oral examinations. The research in this chapter shows that pedagogies are realized in interaction and that teachers may implement different pedagogies by making choices in their interactional behavior. Moreover, the research shows that, beyond the classroom, school is co-produced in different settings, such as teacher-parent talk. The chapter concludes with a short discussion of the value of CA research for teachers.
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