Echo, not quotation: what conversation analysis reveals about classroom responses to heard poetry

Gordon, John (2012) Echo, not quotation: what conversation analysis reveals about classroom responses to heard poetry. Classroom Discourse, 3 (1). pp. 83-103. ISSN 1946-3014

Full text not available from this repository. (Request a copy)

Abstract

This article applies conversation analysis to classroom talk-in-interaction where pupils respond to poetry they have heard. The phenomenon of repeating in discussion details from the poem, including patterns of delivery, is considered and named echo to distinguish it from quotation in writing. The phenomenon is significant to the pedagogy of literary study given the existing tacit and unexamined assumption that when pupils repeat textual details verbally this has equivalence with quotation in writing. Three episodes drawn from a single sequence of classroom interaction are presented together with a transcript of the stimulus heard poem. Each is accompanied by an interpretive commentary. It appears that echo in classroom discussions of poetry performs actions distinct from quotation in writing, for example that the acts of presenting and analysing textual detail occur simultaneously. The innovation of the research lies in the inclusion of the transcript-rendered poem as a turn in the sequence of interaction: as a verbally oriented method, conversation analysis provides an apt means of rendering response to poetry presented in the oral mode. More broadly, the discussion is consistent with the emergent popularity of conversation analysis as a method for considering classroom interactions with a view to reflecting on subtle aspects of learning.

Item Type: Article
Uncontrolled Keywords: conversation analysis,classroom interaction,poetry education,echo
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: Julie Frith
Date Deposited: 14 Mar 2012 16:59
Last Modified: 11 Oct 2020 23:29
URI: https://ueaeprints.uea.ac.uk/id/eprint/38296
DOI: 10.1080/19463014.2012.666023

Actions (login required)

View Item View Item