Using formulations to manage conflicts in classroom interactions
In classroom interactions, facilitation of children’s autonomous choice of acting (agency) may
produce conflicts among children. While facilitation does not have the function of managing these conflicts,
it shares some types of action with conflict mediation, one of which is formulation. Formulation elaborates
the gist of previous utterances and enhances interlocutors’ actions. This paper provides a qualitative
analysis of nine transcribed sequences of interaction, included into five different programs of facilitation.
The analysis shows that formulations fulfil two different functions. First (function of mediation), they are
designed as developments of the gist of children’s utterances, enhancing stories of cooperation. Second
(function of facilitation), they are designed as explications of the gist of children’s utterances, without
enhancing cooperative stories.
Article outline
- 1.Introduction
- 2.Facilitation of dialogue and conflict management
- 3.The corpus of data
- 4.Formulating to mediate conflicts
- 5.Formulating to facilitate conflicts
- 6.General discussion
- 7.Conclusion
-
References
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Cited by (3)
Cited by three other publications
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Baraldi, Claudio
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Researching Agency and Interaction: Methodological Considerations. In
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