LET Discourse culture: day 2  So what is our agenda?  What’s your agenda?  Where are you now and where do you want to be? Where are you now and where do you want to be? Where are you now and where do you want to be?  Ways of monitoring progress?

Discourse analysis or The grammar of talk LET day 2 Oct 07

Talking to learn Vygotsky P4C NLP Constructivism Learning to talk Metalanguage Metacognition Quality of talk Talk as text To what extent does the talk need to be made visible for the thinking/learning to be embedded?

Discourse analysis  Speech act theory – utterances perform actions (often hidden by their grammar) Speech act Speech act  Adjacency pairs – what we can say at one point usually limited by what has gone before, co- operating and competing ‘islands of predictability’  Turn-taking and length of utterance  What determines conversational status? age, seniority, gender, profession, expertise, personal qualities, wealth, social position  Cultural norms – politeness, silence, appropriacy, ‘boastings’, sprezzatura (contrived effortlessness)

Linguistic investigation model surveyclassifyanalyseamplify

Grice’s maxims  Quantity – too much/too little for purpose  Quality - truthfulness  Relevance – linked to previous utterance(s)  Manner – clarity/coherence

Desirable outcomes?  An engagement continuum – from isolation and truculence to dialogic and collaborative: what constructs and T&L approaches do we have as a profession to grow a groups of students?  AfL processes and materials that make the review and evaluation of talk possible AfL processes and materials AfL processes and materials  Management tools for spreading the culture in one classroom across a department (e.g. coaching materials, departmentally generated ped packs, electronic handbook)  Monitoring tools: how can we monitor the quality of classroom discourse and evaluate its impact, other than through observation? In particular, how can students’ be involved in this process (e.g. structures for questionnaires, skills audits, interviews) Monitoring tools: Monitoring tools:

Evaluating progress and planning for progression – in whole class isolated or unrelated remarks building on each other decentring (considering other points of view) de-personalising ‘Hate the sin : love the man’ collective reasoning, building a community