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Extra resources for Investigating Classroom Talk (Social Research and Educational Studies Series ; 13)

Sample text

Claws. He’s a digging animal. Do you notice he’s sniff, sniff, sniff, sniffing all over. Why does he do that? It’s a girl. Why does she do that? What? Maybe she smells Chrissy’s lettuce (laughter), Don’t be afraid, he won’t bite—she won’t bite. She won’t bite. Must like Troy. Guess she’s not hungry right now. They usually eat at night. What’s the word we use when an animal is trying to find out everything? It’s sniffing around looking at everything. What’s the word? Curious. Curious. I think that’s a perfect words for our hamster… (Dillon and Searle, 1981, pp.

45–9; Craft and Atkins, 1985). It can make available to a school class both knowledge of other languages and new insights into how richly and subtly language works, while pupils struggling with so much new learning become temporary experts when given opportunities to display proficiency in their hometongue. Those bilingual speakers may also be encouraged to develop that reflective, analytical stance towards language which (as we argue later) is often seen as being highly ‘strategic’ for educational success.

28–9) 4 T P1 T P1 Pp T Why do people have discussions? It’s just natural, kind of—it’s natural. That’s right, it’s natural to talk to people about things, but why? Why do people discuss? Cos it’s easier than writing it all down on paper. (laughter) Yes (doubtfully), it’s natural to talk but I think there’s some other reasons too. 40 INVESTIGATING CLASSROOM TALK P2 To get each other’s opinions. T Good, to get each other’s opinions… (And, from much later in the same lesson) T What should you do in a discussion?

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