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ERIC Number: EJ1115299
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-5841
IRE/F as a Cross-Curricular Collaborative Genre of Implicit Argumentation
Lawrence, Ann M.; Crespo, Sandra
Theory Into Practice, v55 n4 p320-331 2016
We contend that the classroom-discourse routine of IRE/F (teacher initiation, student response, teacher evaluation/follow-up) is a genre of argumentation that is both collaborative and implicit because teachers and students cooperate during IRE/F exchanges not only to make and mirror knowledge claims but also to suppress justification for those claims. Analyzing consecutive IRE/F exchanges drawn from a first-grade geometry lesson, we propose that the implicit argumentation of IRE/F may conflict with students' learning of justification-centered forms of reasoning that are promoted in the cultural communities of academic disciplines. To highlight the argumentation and identification practices at work in IRE/F exchanges, and to expand teachers' options for responding to students, we offer the flexible heuristic WAIT (Welcome, Analyze, Include, Thank), which transforms the third IRE/F turn into an opportunity for explicitly analyzing students' argumentation practices and including students in disciplinary, school, and classroom communities.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A