Teachers’ pass-on practices in whole-class discussions: how teachers return the floor to their students

Figures & data

Figure 1. Two types of practices for pass-on turns

Extract 1. Nonverbal (44.2016S1L10.0.07.27)

1	Tri:		(nou) eh::m (0.2) die eh namen van die kranten dat komt
			(well) u::hm (0.2) those uh names of those papers that
2			↑wel overeen dat ze wel vrijheid willen
			↑does match that they do want freedom
3	Tch:		je hoort daar veel vrijheid in [in ieder geval_=ja.
			you hear a lot of freedom in it [in any case_=yes.
4	Tri:		[ja
			[yes
5	Jam:		[ja
			[yes
6			(2.1) ((Tch looks towards Tristan, Jamiro and Julius))
7	Jul:		↑ik zou dan eh eerlijk gezegd •h mijn naam: verandere:n
			↑I would then uh to be honest •h change: my name:
8			(.) van de ↑krant van: de duitse:rs (0.2) eh gaan
			(.) of the ↑paper li:ke the germa:ns (0.2) uh will win
9			winnen ofzo_=>omdat de duitsers dan< (0.2) wel e:h
			or something_=>because then the germans< (0.2) do u:h
10			toestemming geven om die krant weg te geven, >alleen er
			give permission to give away that paper, >but then
11			staan eigenlijk dan< HEEL andere ↑dingen in.
			there are actually< VERY different ↑things in there.
12		→	*(0.4) %(0.6) +(2.2)
	Tch:	→	*still gazes at Julius
			%nods +gazes right (away from Jul and Jam)
13	Jam:		hm *(0.4) maar dat heeft denk i:k niet veel nut ↓want
			hm *(0.4) but there is not much use in that I: think
	Tch:		*gazes at Jamiro
14	Jam:		(.) misschien willen ze wel eerst dat- (0.3) eh als
			↓because (.) maybe they first want that- (0.3) uh if
15			je die naam geeft eh •h en ze komen d’r achter, (.)
			you give that name uh •h and they find out, (.)
16			gaan ze die kranten lezen, >en dan< ↑gaan ze eh •h als
			they will read those papers, >and then< they ↑will uh
17			wrAA:k weer allemaal mensen dood↑schieten.=
			•h out of reVEN:ge ↑shoot a lot of people again.=
18	May:		=(ja ook weer bombardementen [doen)
			=(yes also do bombardments a[gain)
19	Tch:		[dus dan breng je mensen
			[so then you are uh
20			eh in gevaar?
			endangering people?

Extract 2. Partial repetition (43.2016S1L10.0.03.32)

1	Tch:		eh:m (0.3) kan jij w- eh kan jij aan de klas vertelle:n
			uh:m (0.3) can you w- uh can you te:ll the class
2			wat wat het verzet eh inhield? in in de tweede
			what what the resistance uh meant? in in world war two?
3			wereldoorlog?
4			(0.2)
5	Jas:		(↑nou ik denk) dat je dan eh (.) gewoon (0.4) het nie-
			(↑well I think) that you then uh (.) just (0.4) did no-
6			dat je je tegen duitsland verzette.
			that you opposed against germany.
7			dat je niet wil dat ze je land e[:h
			that you did not want them to u[:h
8	Kar:		[inpikken,
			[take over,
9	Jas:		inzet
			put in your country
10			(1.2) ((some inaudible murmuring))
11	Tch:		heel [↑goed, heel goed,
			very [↑good, very good,
12	Kar:		[pikken
			[take
13			(0.3) ((teacher gazes at Kars on his right))
14	Kar:		eh ik de- ik denk dat je bijvoorbeeld misschien ook
			uh I thi- I think that you for example maybe also
15			gaat demonstreren,
			go and demonstrate,
16			(0.3)
17	Tch:		*↑demonst+reren.
		→	*↑demonst+rate.
	Tch:	→	*brief backward nod, eyebrows raised, gazes at Kars
			+briefly points to Kars with textbook
	Kar:		+gazes away from teacher
18		→	%(0.6)*(0.8)
	Tch:		%gazes forward *then left
19	Lou:		°(maar) +als ↑je gaat demonstreren dan pakken ze je
			°(but) +if ↑you go and demonstrate then they will
	Tch:		+gazes at Louis
20	Lou:		denk ik wel op.°
			arrest you I think.°
21			als je gaat demonstreren op straat.
			if you go out and demonstrate on the streets.
22			(0.7) ((teacher nods and looks around))
23	Jam:		°(meteen)°
			°(immediately)°

Extract 3. Imperative (42.2016S1L8.0.18.52)

1	Tch:		((voorlezend)) en de koning↑in (.) die gaat naar
			((reading aloud)) and the ↑queen (.) she goes to
2			engeland.
			england.
3	Mir:		(dat’s) echt stom.
			(that’s) really stupid.
4			(0.6)
5	Tch:		↑NOU.=ja.
			↑well.=yes.
6			*(0.5)
	Tch:		*directs gaze to Mirjam on his right
7	Tch:		w:aarom.
			wh:y.
8			(0.4)
9	Kar:		[(vluchten)]
			[(flee)]
10	Mir:		[ze laat dan] *gewoon ze laat dan gewoon: het hele land
			[she then just] *leaves she then just: leaves the whole
	Tch:		*crosses arms
11	Mir:		in de +steek.=dat is echt niet goed.
			country in the +lurch.=that really isn’t good.
	Tch:		+distinctly nods once
12	Tch:	→	okee.
			okay.
13			*(0.2)
	Tch:		*directs gaze to other students, forward-left down
14	Tch:		+rea%geer.
		→	+res%pond.
	Tch:		+open palm gesture to other students
			%retracts gesture
15	Tri:		>ja maar *die< koningin die wil zelf ↑ook niet doodgaan.
			>yes but *that< queen she herself doesn’t want to die ↑either.
	Tch:		*lifts head, gazes (forward-left) at Tristan
16			(0.5)
17	Kar:		ja maar [(bedoel)
			yes but [(mean)
18	Tri:		[(want dan denkt) JA die is koningin,=
			[(because then thinks) YES she is a queen,=

Extract 4. Problem-solving question (34.2015S2L3.0.26.50)

1	???:		(kwamen [die)
			(did those[come)
2	Mic:		[maar [eigenlijk
			[but [actually
3	Tch:		[maar mick wil nog even wat zeg[gen_
			[but mick still wants to say some[thing_
4	Mic:		[maar
			[but
5			eigenlijk m: moet de school van eigen kaste zijn want
			actually the school must be of the own caste because
6			als de meester •h een ei- andere [kast is dan] jou dan
			if the teacher •h is of an ow- other [cast(e) than] you
7	Djo:		[eigen kast.]
			[own cast(e).]
8	Mic:		() moet je (0.2) moet je (0.2) ka- moet je ne
			then () you have to (0.2) have to (0.2) ca- you have

Table

9			helemaal niks zeggen tegen hem.
			to say nothing at all to him.
10			(0.7) ((Tch gazes at Mick, Djobal whispers ’cast(e)’))
11	???:		*en=
			*and=
	Tch:		*gazes and gestures to her left with palm sideways
12	Tch:		= dat vind ik nog we- wie oe- weet %hoe je +dat probleem
		→	= that is something I find- who oo- knows %how you can
	Tch:		%gazes right
13	Tch:		op kan los*sen.=
		→	+solve that pro*blem.=
	Tch:		+palm sideways gesture follows gaze around circle
			*retracts gesture, runs hand through hair
14	Djo:		=%•H
	Tch:		%gazes left (Djobal is on her right)
15	Djo:		+ja.
			+yes.
	Djo:		+raises hand, gazes at teacher
16	Djo:		briefjes schrijven.
			write notes.
17	Clss:		((laughter + [))+]
	Djo:		+holds up one hand with palm up …+
18	Djo:		[(dat’s ge[woon serieus hoor,)]
			[(that’s ju[st serious PRT,)]
19	Mar:		[JUF  IK IK  DENK]
			[MISS  I I  THINK]
20			DAT ZE GEWOON een speciale school hebben.
			THAT THEY JUST have a special school.

Extract 5. ‘Is that right’- yes/no-type interrogative (3.2015S1L3.0.03.01)

1	Tch:		is d’r al: gebleken wat het verzet: is_
			has it already: become clear what the resista:nce is_
2			(0.3) ((Fay raises hand))
3	Tch:		fay_
4	Fay:		dat is een stie- dat is een le:ger, die ehm tegen de
			that is a secr- that is an a:rmy, that uhm against the
5			duits- die tegen de duitsers >was en die< de •h joden
			germ- that was against the germans >and that< really
6			graag wouden helpen.
			wanted to help the •h jews.
7		→	+(2.3)*(0.3)
	Tch:		+gazes left *then right, eyebrows raised
8	Tch:		is dat %zo?
		→	is that %right?
	Tch:		%gazes forward at various students
9			+(0.5) *(0.8) %(0.2)
	Tch:		+gazes forward-left
			*shifts gaze to forward-right with chin forward
			%shifts gaze back to forward-left
10	Tch:		[+ie*mand?
			[+any*one?
	Met:		+raises hand
			*gazes at Mette (forward-right)
11			%(0.6) +(0.6) *(0.1)
	Ang:		%raises hand
			+lowers hand
	Tch:		+gazes at Angelo on her left
			*gazes back at Mette
12	Tch:		mette?
13	Met:		%mensen die niet onder de bezetting wouden leven en
			%people who did not want to live under the occupation
	Met:		%lowers hand
14	Met:		eigenlijk gewoon weer vrij ↓zijn,
			and actually just be free ↓again,
15			(.)
16	Tch:		↑okee.
			↑okay.

Extract 6. Passing on a question (50.2016S1L10.0.34.46)

1	Tch:		ze komen niet uit nederland >na↑tuurlijk<, (0.2) e:n
			they are not from the netherlands >of ↑course<, (0.2)
2			(0.2) verzetsmensen helpen dus dan die piloten om (0.3)
			a:nd (0.2) so then resistance fighters help those pilots
3			weer terug te komen, (na/naar) een HEle lange route
			to (0.3) come back again, thus (after/to) a VEry long
4			dus,=[via belgië frankrijk en portugal,=
			route,=[via belgium france and portugal,=
5	Pim:		[(maar) ((kijkt voortdurend naar leerkracht))
			[(but) ((continuously gazes at teacher))
6	Pim:		=rijden (.) e:h die verzetsmensen dan gewoon met een
			=do (.) u:h those resistance fighters then just drive
7			auto, of met een boot (0.2) naa::r eh met die piloot dan
			with a car, or with a boat (0.2) to:: uh then just there
8			+daar gewoon heen, of gaat die *piloot dan %allee:n,
			+with that pilot, or does that *pilot then go %alo:ne,
	Tch:		+nods *gazes left %then right
9	Tch:		wie heeft daar een ide- idee van,=
		→	who has an ide- idea of that,=
10	Tri:		=+(nou want je) NAH ik de:nk dat ze want je hoorde
			=+(well because you) WELL I thi:nk that they because you
	Tch:		+gazes at Tristan in front
11	Tch:		natuurlijk wel (.) in ‘t eh i- in ‘t ↑stukje, •pt over
			heard of course (.) in the uh i- in the ↑piece, •pt about
12			deè- de verzetsmensen.=>dus< ze gaan niet alleen.
			the- the resistance fighters.=>so< they are not going alone.
13			(0.9)
14	Tch:		die helpen hun wel.=ja
			they do help them.=yes
15	Tri:		ja: maar ik denk (niet) ((fronst)) als ze lopend gaa:n_
			ye:s but I (don’t) think ((frowns)) if they go walki:ng_
			(0.2)
16	Jam:		dan ben je wel ↑heel lang onderweg.
			then it ↑really would be a long journey.

Extract 7. Deviant case: orientation towards the pass-on turn (9.2015S2L1.0.22.23)

1	Wal:		maar dan is zij wel d’r al- al haar landen kwijt.
			but then she loses her all- all of her lands.
2			ze krijgt een heel bee- een +heel klein beetje van de
			she gets a very bi- a + very small bit of the
	Tch:		+coughs
3	Wal:		*↑opbrengst %maar (0.3) (dat is niet veel)%
			*↑revenues %but (0.3) (that is not much)%
	Tch:		*averts head %coughs …… … … . . %
4		→	+(1.2) *(2.2) %(0.4) $(0.9) ^(0.6)
	Tch:		+gazes at Waldemar on her left
			*averts head and coughs again
			%gazes right
			$open palm gesture
			^gazes forward-left
	Amy:		^raises hand
5			+(0.4) @(0.6)
	Tch:		+gazes at Amy on her left
			@nods and points at Waldemar
6	Tch:		*↑zeg maar?
		→	*↑go ahead?
	Tch:		*retracts pointing
	Amy:		*lowers hand
7	Amy:		m:aar ehm •hh >oh ja maar dat- dat is meer een beetje
			b:ut uhm •hh >oh yes but that- that is more a bit of
8			een andere vraag.=>maar dan kan je toch ook gewoon eh:m:
			another question.=>but then you can just also uh:m:
9			maar waarom kan je dan niet met je neef gaan trouwen.=
			but why can’t you just marry your cousin then.=
10			=dat je: ook- (ja) dat kan niet maar eh nou °dat kan op
			=that you: also- (yes) that’s not possible but uh well
11			zich wel°,
			°it is in fact possible°,

Table

Transcription conventions (based on Jefferson 1986)
Tch:	teacher
Sum:	Sumaya, pseudonym of an identified student
???:	unidentified student
Tri?:	probably Tristan
Clss:	several students simultaneously
[word	overlapping talk
[word
word=	‘latching’: no gap between two turns
=word
(1.0)	pause of one second
(.)	micro-pause, shorter than 0.2 seconds
?	sharp rising phrase intonation, not necessarily a question
,	slight rising phrase intonation, suggesting continuation
.	falling phrase intonation
_	flat intonation
↑word↓ing	marked rising or falling shift in syllable intonation
WORD	louder than surrounding talk
°word°	softer than surrounding talk
word	stressed syllable
wo:rd	lengthening of the preceding sound
wo-	cut-off (often audibly abrupt)
>phrase<	faster than surrounding talk
<phrase>	slower than surrounding talk
hh	audible aspiration
•hh	audible inhalation
(word)	unclear talk
()	inaudible talk
→	focus of analysis
((points))	verbal description of (non-verbal) actions
Tch:	teacher’s bodily behaviour
*word	talk and simultaneous bodily behaviour marked with *, +, etc.
*bodily action

Jefferson, G. 1986. “Notes on ‘Latency’ in Overlap Onset.” Human Studies 9: 153–183. doi:10.1007/BF00148125.

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