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ERIC Number: EJ912616
Record Type: Journal
Publication Date: 2010-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1175-8708
Talking about Poems, Elaborating Barnes
Gordon, John
English Teaching: Practice and Critique, v9 n2 p47-60 Sep 2010
In "Language, the Learner and the School", Douglas Barnes recognised that intonation was important to classroom interaction but also acknowledged that his own research team did not choose to analyse it. This article presents instances of classroom talk about poetry and reflects on them using Barnes' concepts of pupil participation, exploratory talk and differentiated attentiveness. Transcripts rendered via Conversation Analysis afford attention to patterns of sound, suggesting the very particular nature of listening to poems and of pupils' responses to them. It seems Barnes' terms cannot account entirely for what occurs. Through original analysis, the author elaborates on Barnes' terms, concurrently reflecting on a domain of learning in English little considered in extant research. (Contains 3 tables.)
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A