Formats of Classroom Talk for Integrating Everyday and Scientific Discourse: Replacement, Interweaving, Contextual Privileging and Pastiche

• Published in: Language and education Vol. 21; no. 6; pp. 531 - 549
• Main Authors: Renshaw, Peter, Brown, Raymond A. J.
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 2007; Multilingual Matters
• Subjects: Bakhtin; Classroom Communication; classroom talk; collective argumentation; Discussion; exploratory talk; Foreign Countries; Haiti; Inquiry; Learning Theories; pastiche; Science Education; Student Attitudes; Vygotsky; Haiti
• ISSN: 0950-0782; 1747-7581
• DOI: 10.2167/le710.0

In this paper we identify four formats of classroom talk for integrating everyday and scientific discourse - replacement, interweaving, contextual privileging and pastiche. In the replacement format, progress in understanding is gauged by the extent to which scientific representations replace the more concrete and everyday representations in students' talking and thinking. Research by Ballenger (1997) on Haitian children's engagement in classroom science talks illustrates the interweaving format. The classroom science talks interweaved scientific perspectives and concepts with issues of morality and identity raised by students. Wistedt and Martinsson (1996) provide evidence for a contextual privileging format. They identified different voices in children's discussions on mathematics topics - the everyday voice of practical reasoning, the voice of conventional schooling and the mathematical voice per se - the specific context of talk determined which voice was given precedence. Through our research we have identified the pastiche format of classroom talk. Pastiche refers to the process of compiling multiple representations of a concept for consideration by others. Greater articulation of the ways that everyday and scientific talk can be integrated extends existing research on Vygotsky's theory of learning and identifies styles of classroom talk for enhancing student inquiry and knowledge co-construction.