Examining booktalks to shed light on authentic classroom discussion

Xenia Hadjioannou, Jane S. Townsend

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


In this qualitative case study, we examine the texture of talk in the booktalks of a fifth-grade classroom where authentic classroom discussions were common. The discourse analysis of classroom transcripts yielded 13 overlapping move categories describing the talk of the teacher, and nine the talk of the students. A comparison between authentic discussion and ‘other’ episodes indicated that move categories and their usage differed substantially for both the teacher and the students. In authentic discussions, the teacher decreased her attempts to provide information and to set themes. At the same time the students increased their moves used to provide information, connect with written text, reflect and express opinion.

Original languageEnglish (US)
Pages (from-to)198-220
Number of pages23
JournalClassroom Discourse
Issue number3
StatePublished - Sep 2 2015

All Science Journal Classification (ASJC) codes

  • Education


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