EDUC 200D: THE ANALYSIS OF ACTIVITY AND INTERACTION IN

EDUCATIONAL SETTINGS

Winter 2007
Professor: Gordon Wells
Office: Social Sciences 1, 231; email: gwells@ucsc.edu
Homepage: http://education.ucsc.edu/faculty/gwells
Office hours: Wednesday, 2.00- 3.00 p.m., and by appointment.

This course is intended to provide a practical as well as a theoretical introduction to the

analysis of classroom interaction for those wishing to investigate interaction in educational
settings. Emphasis will be given equally to the development of theoretical understanding of
the main issues in the field of discourse analysis and to the acquisition of practical skills in
observation and recording in classrooms and in the development of models of analysis. The
course will be taught as a seminar with practical investigations, meeting for 4 hours once
per week.

Assignments
1
Practical tasks, leading to a small investigation, which will be presented in the final
class and submitted in a written version. Due week 10.
2
Position paper on a topic related to the course; to be negotiated. Due week 7.
3
Participation in class discussion, including Knowledge Forum.
Recommended Reading
Required readings will be found on the course webpage at:
http://education.ucsc.edu/faculty/gwells//Files/Courses_Folder/ED%20200D%20Papers/ED
%202000D.syllabus.htm

See also the attached bibliography.

Weekly Topics and Readings

Week 1. Introduction: Purposes and methods of classroom observation and analysis

a. Practical introduction to techniques of observation using video, audio and field

notes
b. Planning a project: Selecting a topic; Choosing appropriate methods of data

collection


c. Procedures for gaining informed consent Zeni, J. (2001) The IRB, the HSR -- and
the ethics of insider research
http://education.ucsc.edu/faculty/gwells/networks/journal/Vol4(1).2001may/note.html
http://www.ucsc.edu/osp/hsirbdetails/consent.htm

Week 2. Observational Research

a. Making field notes
Emerson, R.M. Fretz, R.I. and Shaw, L.L. (1995) Writing fieldnotes. Chicago: University
of Chicago Press. Chapters 1 and 2.
Make a classroom observation and write field notes on what you observe.

b. Using Classroom Observation Schedules

Hilberg, S., Doherty, W. Epaloose, G. & Tharp, R. (2004) The standards performance
continuum. In H.C. Waxman, R.G. Tharp & R.S. Hilberg (Eds.) Observational research in
U.S. Classrooms. Cambridge University Press.

Week 3

Capturing Interaction for Analysis

a. Dimensions of interaction: action, gesture, gaze, speech

Wells, G. (2000) Modes of meaning in a science activity. Linguistics and Education, 10
(3): 307-334.
Crowder, E.M. (1996) Gestures at work in sense-making science talk. Journal of the
Learning Sciences, 5 (3): 173-208.
b. Issues in making a transcription
Lapadat, J.C. & Lindsay, A.C. (1998) Examining transcription: A Theory-laden
Methodology. ERIC Document ED 419 821.
Ochs, E. 'Transcription as theory.' In E. Ochs and B. Schieffelin (Eds.) Developmental
pragmatics. New York: Academic Press, 1979.

c. Introduction to Transana transcription software

Week 4 Approaches to analysis: conversation analysis; discourse analysis, etc.
Wells, G. 'Language as interaction.' Learning through interaction. Cambridge:
Cambridge UniversityPress, 1981.
Heritage, J. Goffman, Garfinkel and Conversation Analysis. In Discourse Theory and
Practice, Chap. 4, Ed. M. Wetherall, S. Taylor & S.J. Yates. London: Sage, 2001
Potter, J. Wittgenstein and Austin. In Discourse Theory and Practice, Chap. 3, Ed. M.
Wetherall, S. Taylor & S.J. Yates. London: Sage, 2001

Week 5 Beginning Analysis

a.. The sequential organization of discourse; units of analysis
b. Practical work: Reviewing transcripts; Coding 'events'
Eggins, S. and Slade, D. 'Relevant approaches to analyzing casual conversation.'
Analysing casual conversation. London: Cassell, 1997.
Berry, M. `Systemic linguistics and discourse analysis: a multi-layered approach to
exchange structure'. In Coulthard, M. and Montgomery,M.M. (eds.) Studies in discourse
analysis. London: Routledge and Kegan Paul, 1982.

Week 6

Coding Interactional Data

Developing a coding scheme: clarifying purpose; defining categories; deciding on method

of implementation. Practical work: Using FileMaker Pro software for coding
Wells, G. and DICEP (2001) Coding Scheme for the Analysis of Classroom Discourse
Mercer, N. (2005) Sociocultural discourse analysis: analysing classroom talk as a social
mode of thinking. Journal of Applied Linguistics
Barnes, D. and Todd, F. (1995) Making meaning through talk. In Communication and
learning revisited. Portsmouth, NH: Boynton/Cook Heinemann.
Week 7

Theories of Interaction

Cultural Historical Activity theories of communication and interaction: Vygotsky:

semiotic mediation; Bakhtin: dialogicality

Wells, G. (2006) Semiotic mediation, dialogue and the construction of knowledge
Wertsch, J.V. (1991) Voices of the mind : a sociocultural approach to mediated action,
Chapter 3. Cambridge, MA: Harvard University Press.
Bakhtin, M.M. The problem of speech genres. C. Emerson and M. Holquist (Eds.).
Speech genres and other late essays, Austin: University of Texas Press. 1986.

Week 8 Applying analysis of interaction to educational issues

Mercer, N. 'Effective educational talk.' The guided construction of knowledge. Clevedon,
UK: Multilingual Matters, 1995.
Wells, G. and Meja Arauz, R. (2006) Dialogue in the classroom. Journal of the
Learning Sciences,15(3): 379-428.

Week 9 Analyzing Data and Presenting Results

Practical work: Quantitative and qualitative analyses of coded data; Presenting results

Week 10 Presentations
BIBLIOGRAPHY

Austin, J. L. (1962). How to do things with words. Oxford: Oxford University Press.
Bakhtin, M. M. (1981). The dialogic imagination. Austin: University of Texas Press.
Bakhtin, M. M. (1986). Speech genres and other late essays (Y. McGee, Trans.). Austin:
University of Texas Press.
Barnes, D. (1976). From communication to curriculum. (2nd edition 1992, Portsmouth,
NH: Boynton/Cook Heinemann ed.). Harmondsworth, UK: Penguin.
Barnes, D., & Todd, F. (1995). Communicating and learning revisited. Portsmouth, NH:
Boynton/Cook, Heinemann.
Bazerman, C. (1994). Systems of genres and the enactment of social intentions. In A.
Freedman & P. Medway (Eds.), Genre and the new rhetoric. London: Taylor and
Francis.
Berry, M. (1981). Systemic linguistics and discourse analysis: a multi-layered approch to
exchange structure. In M. Coulthard & M. Montgomery (Eds.), Studies in discourse
analysis (pp. 120-145). London: Routledge and Kegan Paul.
Brazil, D. (1981). The place of intonation in a discourse model. In M. C. Coulthard & M.

Montgomery (Eds.), Studies in discourse analysis (pp. 12-145). London: Routledge

and Kegan Paul.
Cameron, D. (2001). Working with spoken discourse. Thousand Oaks, CA: Sage.
Cazden, C. (1988). Classroom discourse: The language of teaching and learning.
(Second edition, 2000 ed.). Portsmouth, NH: Heinemann.
Christie, F. (1991). Pedagogical and content registers in a writing lesson. Linguistics and
Education, 3, 203-224.
Christie, F. (1993). Curriculum genres: Planning for effective teaching. In B. Cope & M.
Kalantzis (Eds.), The powers of literacy: A genre approach to teaching writing.
Pittsburgh: University of Pittsburgh Press.
Christie, F., & Martin, J. R. (Eds.). (1997). Genres and institutions: Social processes in
the workplace and school. London: Cassell.
Cope, B., & Kalantzis, M. (Eds.). (1993). The powers of literacy: A genre approach to
teaching writing. Pittsburgh: University of Pittsburgh Press.
Coulthard, M. (1977). An introduction to discourse analysis. London: Longman.
Crowder, E. M. (1996). Gestures at work in sense-making science talk. Journal of the
Learning Sciences, 5(3), 173-208.
Edwards, A. D., & Westgate, D. (1994). Investigating classroom talk. London: Falmer
Press.
Edwards, D. (1997). Discourse and cognition. London: Sage.
Edwards, D., & Potter, J. (1992). Discursive psychology. London: Sage.
Eggins, S., & Slade, D. (1997). Analysing casual conversation. London: Cassell.
Fairclough, N. (1995). Critical discourse analysis. London: Longman.
Gee, J. P. (199). An introduction to discourse analysis: Theory and method. London:
Routledge.
Gee, J. P., & Green, J. L. (1998). Discourse analysis, learning, and social practice: A
methodological study. Review of Research in Education, 23, 119-169.
Goodwin, C., & Heritage, J. C. (1990). Conversation analysis. Annual Review of
Anthropology, 19, 283-307.
Green, J. L., & Dixon, C. N. (1993). Talking knowledge into being: Discursive and social
practices in classrooms. Linguistics and Education, 5(3-4), 231-239.
Grice, H. P. (1975). Logic and conversation. In P. Cole & J. L. Morgan (Eds.), Syntax
and semantics III: Speech acts. New York: Academic Press.
Habermas, J. (1983). The theory of communicative action. Boston, MA: Beacon Press.
Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of
language and meaning. London: Arnold.
Halliday, M. A. K. (1984). Language as code and language as behaviour: A systemic
functional interpretation of the nature and ontogenesis of language. In R. Fawcett,
M. A. K. Halliday, S. M. Lamb & A. Makkai (Eds.), The semiotics of culture and
language, Vol.1 (pp. 3-35). London: Frances Pinter.
Halliday, M. A. K., & Hasan, R. (1985). Language, context and text: Aspects of language in
a social-semiotic perspective. Geelong, Vic.: Deakin University (Republished by
Oxford University Press, 1989).
Hasan, R. (1992). Meaning in sociolinguistic theory. In K. Bolton & H. Kwok (Eds.),

Sociolinguistics today: International perspectives. London: Routledge.

Heritage, J. C. (1995). Conversation analysis: Methodological aspects. In U. Quasthoff
(Ed.), Aspects of oral communication. New York: de Gruyter.
Hicks, D. (1995). Discourse, learning, and teaching. Review of Research in Education,
21, 49-95.
Hicks, D. (Ed.). (1996). Discourse, learning, and schooling. New York: Cambridge
University Press.
Jaworski, A., & Coupland, N. (Eds.). (1999). The discourse reader. London: Routledge.
Jefferson, G. (1972). Side sequences. In D. Sudnow (Ed.), Studies in social interaction.
New York: The Free Press.
Kamberelis, G. (1995). Genre as institutionally-informed social practice. Journal of
Contemporary Legal Issues, 6, 115-171.
Kress, G. (1990). Critical discourse analysis. Annual Review of Applied Linguistics, 11,
84-99.
Lankshear, C. & Knobel, M. (2004) A handbook for teacher research. New York: Open
University Press.
Lemke, J. L. (1988). Genres, semantics and classroom education. Linguistics and
Education, 1, 81-99.
Lemke, J. L. (1990). Talking science: Language, learning, and values. orwood, NJ:
Ablex.
Lemke, J. L. (1993). Intertextuality and educational research. Linguistics and Education,
4(3-4), 257-268.
Luke, A. (1995). Text and discourse in education: An introduction to critical discourse
analysis. Review of Research in Education, 21, 3-48.
Martin, J. R. (1992). English texts. Amsterdam: John Benjamins.
McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago:
University of Chicago Press. Mehan, H. (1979).
Learning lessons: Social organization in the classroom.
Cambridge, MA: Harvard University Press.
Michaels, S. (1981). "Sharing time": Children's narrative styles and differential access to
literacy. Language in Society, 10, 423-442.
Miller, C. R. (1984). Genre as social action. Quarterly Journal of Speech, 70, 151-167.
Nassaji, H., & Wells, G. (2000). What's the use of triadic dialogue? An investigation of
teacher-student interaction. Applied Linguistics, 21(3), 333-363.
Norman, K. (Ed.). (1992). Thinking voices: The work of the National Oracy Project.
London: Hodder & Stoughton.
Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and
learning in the English classroom. New York: Teacher College Press.
Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. A. (2002). Questions in
time: Investigating the structure and dynamics of unfolding classroom discourse.
Madison, WI: National Research Center on English Learning and Achievement
(CELA), The University of Wisconsin-Madison.
Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the
organizing of turn-taking for conversation. Language, 50(4), 696-735.

Schegloff, E. A. (1992). In another context. In A. D. Edwards &. C. Goodwin (Ed.),

Rethinking context: Language as an interactive phenomenon (pp. 191-227).
Cambridge: Cambridge University Press.
Schegloff, E. A., & Sacks, H. (1973). Opening up closings. Semiotica, VIII(289-327).
Schiffrin, D. (1994). Approaches to discourse. Oxford: Blackwell.
Schiffrin, D., Tannen, D., & Hamilton, H. (Eds.). (2001). Handbook of discourse
analysis. Oxford: Blackwell.
Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English
used by teachers and pupils. London: Oxford University Press.
Stubbs, M. (1983). Discourse analysis: The sociolinguistic analysis of natural language.
London: Blackwell.
Wells, G. (1981). Learning through interaction: The study of language development.
Cambridge: Cambridge University Press.
Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of
education. Cambridge: Cambridge University Press.
Wertsch, J. V. (1991). Voices of the mind : a sociocultural approach to mediated action.
Cambridge, MA: Harvard University Press.
Wertsch, J. V., & Toma, C. (1995). Discourse and learning in the classroom: a sociocultural
approach. In L.P.Steffe & J.Gale (Eds.), Constructivism in education (pp. 159-174).
Hillsdale, NJ: Erlbaum.