The turn of the page: spoken quotation in shared reading

References

• Albright, L. K., and M. Ariail. 2005. “Tapping the Potential of Teacher Read-alouds in Middle Schools.” Journal of Adolescent & Adult Literacy 48: 582–591.
   Web of Science ®Google Scholar
• Anderson, K. T. 2009. “Applying Positioning Theory to the Analysis of Classroom Interactions: Mediating Micro-identities, Macro-kinds, and Ideologies of Knowing.” Linguistics and Education 20 (4): 291–310. doi:10.1016/j.linged.2009.08.001.
   Google Scholar
• AQA. 2017. GCSE English Literature: Extract to Whole. Manchester: AQA.
   Google Scholar
• Bakhtin, M. M. 1981. The Dialogic Imagination. Austin: University of Texas Press.
   Google Scholar
• Bakhtin, M. M. 1986. Speech Genres and Other Late Essays. Austin: University of Texas Press.
   Google Scholar
• Bamberg, M. 1996. “Emotion Talk(s): The Role of Perspective in the Construction of Emotions”. In The Language of Emotions, edited by S. Niemeier and R. Dirven, 209–225. Amsterdam: John Benjamins.
   Google Scholar
• Bamberg, M. 2003. “Positioning with Davie Hogan: Stories, Tellings, and Identities.” In Narrative Analysis: Studying the Development of Individuals in Society, edited by C. Daiute and C. Lightfoot. London: Sage.
   Google Scholar
• Bamberg, M., and A. Georgakopoulou. 2008. “Small Stories as a New Perspective in Narrative and Identity Analysis.” Text & Talk 28 (3): 377–396. doi:10.1515/TEXT.2008.018.
   Web of Science ®Google Scholar
• Bamberg, M. G. 1997. “Positioning between Structure and Performance.” Journal of Narrative and Life History 7 (1–4): 335–342. doi:10.1075/jnlh.
   Web of Science ®Google Scholar
• Barnes, D., J. Britton, H. Rosen, and LATE. 1969. Language, the Learner and the School. Harmondsworth: Penguin.
   Google Scholar
• Barnes, M. 2004. “The Use of Positioning Theory in Studying Student Participation in Collaborative Learning Activities.” Paper presented at the AARE Australian Association for Research in Education annual conference, Melbourne, November 28–December 2.
   Google Scholar
• Beach, R., D. Appleman, S. Hynds, and J. Wilhelm. 2006. Teaching Literature to Adolescents. 2nd ed. London: Routledge.
   Google Scholar
• Bimmel, P. 2001. “Effects of Reading Strategy Instruction in Secondary Education: A Review of Intervention Studies.” L1-Educational Studies in Language and Literature 1: 273–298. doi:10.1023/A:1013860727487.
   Google Scholar
• Boyne, J. 2006. The Boy in the Striped Pyjamas. Oxford: Oxford University Press.
   Google Scholar
• Britton, J. 1971. “A Schematic Account of Language Functions.” Educational Review 23 (3): 205–219. doi:10.1080/0013191710230304.
   Web of Science ®Google Scholar
• Chafe, L. W. 1985. “Linguistic Differences Produced by Differences between Speaking and Writing.” In Literacy, Language, and Learning: The Nature and Consequences of Reading and Writing, edited by D. R. Olson, N. Torrance, and A. Hildyard, 105–123. Cambridge: Cambridge University Press.
   Google Scholar
• Clark, S. K., and L. Andreasen. 2014. “Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page?.” Literacy Research and Instruction 53 (2): 162–182. doi:10.1080/19388071.2013.870262.
   Google Scholar
• Clarke, L. 1996. “Power through Voicing Others: Girls’ Positioning of Boys in Literature Circle Discussions.” Journal of Literacy Research 38 (1): 53–79. doi:10.1207/s15548430jlr3801_3.
   Google Scholar
• Coulthard, M. 2006. “ … and Then … Language Description and Author Attribution.” Accessed 7 February 2017. http://www.aston.ac.uk/lss/staff-directory/coulthardm/
   Google Scholar
• Couper-Kuhlen, E. 1996. “The Prosody of Repetition: On Quoting and Mimicry.” In Prosody in Conversation: Interactional Studies, edited by E. Couper-Kuhlen and M. Selting, 366–405. Cambridge: Cambridge University Press.
   Google Scholar
• Davidson, D. 1979. “Quotation.” Theory and Decision 11 (1). doi:10.1007/BF00126690.
   Web of Science ®Google Scholar
• Day, D., and S. Kjaerbeck. 2013. “‘Positioning’ in the Conversation Analytic Approach.” Narrative Inquiry 23 (1): 16–39. doi:10.1075/ni.23.1.
   Web of Science ®Google Scholar
• Department for Education. 2012. Research Evidence on Reading for Pleasure. London: Department for Education.
   Google Scholar
• Depperman, A. 2013. “Positioning in Narrative Interaction.” In Narrative Inquiry, edited by M. Bamberg, 1–15. Amsterdam: Benjamins.
   Google Scholar
• Drew, P., and J. Heritage. 1992. Talk at Work: Interaction in Institutional Settings. Cambridge: Cambridge University Press.
   Google Scholar
• Eldredge, J. L., D. R. Reutzel, and P. M. Hollingsworth. 1996. “Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience.” Journal of Literacy Research 28 (2): 201–225. doi:10.1080/10862969609547919.
   Web of Science ®Google Scholar
• Evans, K. S. 1996. “Creating Spaces for Equity? The Role of Positioning in Peer-led Literature Discussions.” Language Arts 73 (3): 194–202.
   Google Scholar
• Garton, S. 2012. “Speaking Out of Turn? Taking the Initiative in Teacher-Fronted Classroom Interaction.” Classroom Discourse 3 (1): 29–45. doi:10.1080/19463014.2012.666022.
   Google Scholar
• Gee, J. P. 1990. Social Linguistics and Literacies: Ideology in Discourses. London: Falmer Press.
   Google Scholar
• Golato, A. 2000. “An Innovative German Quotative for Reporting on Embodied Actions: Und Ich So/und Er so ‘and I’m Like/and He’s Like’.” Journal of Pragmatics 32 (1): 29–54. doi:10.1016/S0378-2166(99)00030-2.
   Web of Science ®Google Scholar
• Goodwyn, A. 1997. Developing English Teachers. Buckingham: Open University Press.
   Google Scholar
• Goodwyn, A., and K. Findlay. 2002. “Literature, Literacy and the Discourses of English Teaching in England: A Case Study.” L1-Educational Studies in Language and Literature 2: 221–238. doi:10.1023/A:1021386422638.
   Google Scholar
• Gordon, J. 2010. “What is Not Said on Hearing Poetry in the Classroom.” English Teaching: Practice and Critique 9 (3): 40–52.
   Web of Science ®Google Scholar
• Gordon, J. 2012. “Echo, Not Quotation: What Conversation Analysis Reveals about Classroom Responses to Heard Poetry.” Classroom Discourse 3 (1): 83–103. doi:10.1080/19463014.2012.666023.
   Google Scholar
• Gordon, J. 2015. Teaching English in Secondary Schools. London: Sage Publications Ltd.
   Google Scholar
• Gordon, J. 2019. “Pedagogic Literary Narration in Theory and Action.” L1-Educational Studies in Language and Literature 19: 1–31. doi:10.17239/L1ESLL-2019.19.01.11.
   Web of Science ®Google Scholar
• Hadjioannou, X., and J. Townsend. 2015. “Examining Booktalks to Shed Light on Authentic Classroom Discussion.” Classroom Discourse 6: 1–23. doi:10.1080/19463014.2015.1047876.
   Web of Science ®Google Scholar
• Hall, J. K. 1998. “Differential Teacher Attention to Student Utterances: The Construction of Different Opportunities for Learning in the IRF.” Linguistics and Education 9: 287–311. doi:10.1016/S0898-5898(97)90003-6.
   Google Scholar
• Harré, R., and F. Moghaddam. 2015. “Positioning Theory and Social Representations.” In The Cambridge Handbook of Social Representations, edited by G. Sammut, E. Andreouli, G. Gaskell, and J. Valsiner, 224–233. Cambridge: Cambridge University Press.
   Google Scholar
• Harré, R., and L. van Langenhove. 1999. Positioning Theory. Oxford: Blackwell Publishers.
   Google Scholar
• Hazari, Z., C. Cass, and C. Beattie. 2015. “Obscuring Power Structures in the Physics Classroom: Linking Teacher Positioning, Student Engagement and Physics Identity Development.” Journal of Research in Science Teaching 52 (6): 735–762. doi:10.1002/tea.v52.6.
   Web of Science ®Google Scholar
• Hickmann, M. 1992. “The Boundaries of Reported Speech: Some Developmental Aspects.” In Reflexive Language: Reported Speech and Metapragmatics, edited by J. Lucy, 63–90. Cambridge: Cambridge University Press.
   Google Scholar
• Holloway, W. 1984. “Difference and the Production of Subjectivity”. In Changing the Subject: Psychology, Social Regulation and Subjectivity. edited by J. Henriques, W. Hollway, C. Urwin, C. Venn and V. Walkerdine, 227–263. London: Methuen.
   Google Scholar
• Hutchby, I., and R. Wooffitt. 1998. Conversation Analysis. Cambridge: Polity Press.
   Google Scholar
• Janssen, T., and I. Pieper. 2009. “Verbal Interaction and Literary Understanding: Introduction.” L1-Educational Studies in Language and Literature 9 (1): 1–3. doi:10.17239/L1ESLL-2009.09.01.02.
   Google Scholar
• Jefferson, G. 1986. “Notes on Latency in Overlap Onset.” Human Studies 9: 153–183. doi:10.1007/BF00148125.
   Web of Science ®Google Scholar
• Johnson, A. 2014. “‘Dr Shipman Told You that … ’: The Organising and Synthesising Power of Quotation in Judicial Summing-up.” Language & Communication 36: 53–67. doi:10.1016/j.langcom.2013.12.005.
   Web of Science ®Google Scholar
• Johnston, V. 2016. “Successful Read-alouds in Today’s Classroom.” Kappa Delta Pi Record 52: 39–42. doi:10.1080/00228958.2016.1123051.
   Google Scholar
• Kayi-Aydar, H. 2013. “‘No, Rolanda, Completely Wrong!’ Positioning, Classroom Participation and ESL Learning.” Classroom Discourse 4 (2): 130–150. doi:10.1080/19463014.2013.835271.
   Google Scholar
• Kayi-Aydar, H., and E. R. Miller. 2018. “Positioning in Classroom Discourse Studies: A State-of-the-Art Review.” Classroom Discourse 9 (2): 79–94. doi:10.1080/19463014.2018.1450275.
   Web of Science ®Google Scholar
• Kimura, D., T. Malabarba, and J. K. Hall. 2018. “Data Collection Considerations for Classroom Interaction Research: A Conversation Analytic Perspective.” Classroom Discourse 9 (3): 185–204. doi:10.1080/19463014.2018.1485589.
   Web of Science ®Google Scholar
• Kress, G. 2003. Literacy in the New Media Age. London: Routledge.
   Google Scholar
• Lee, Y. 2007. “Third Turn Position in Teacher Talk: Contingency and the Work of Teaching.” Journal of Pragmatics 39: 1204–1230. doi:10.1016/j.pragma.2006.11.003.
   Web of Science ®Google Scholar
• Lemke, J. L. 1990. Talking Science: Language, Learning, and Values. New York: Ablex.
   Google Scholar
• Maloch, B. 2002. “Scaffolding Student Talk: One Teacher’s Role in Literature Discussion Groups.” Reading Research Quarterly 37: 94–112. doi:10.1598/RRQ.37.1.4.
   Web of Science ®Google Scholar
• Maynard, J. 2009. Literary Intention, Literary Interpretations, and Readers. Ontario: Broadview Press.
   Google Scholar
• McVee, M. B., M. Baldassarre, and N. Bailey. 2004. “Positioning Theory as Lens to Explore Teachers’ Beliefs about Literacy and Culture.” In 53rd National Reading Conference Yearbook”, edited by C. M. Fairbanks, J. Worthy, B. Maloch, J. V. Hoffman, and D. L. Schallert, 281–295. Oak Creek, WI: National Reading Conference.
   Google Scholar
• Mehan, H. 1979. Learning Lesson. Cambridge, MA: Harvard University Press.
   Google Scholar
• Mercer, N., and D. Edwards. 1981. “Ground Rules for Mutual Understanding: Towards a Social Psychological Approach to Classroom Knowledge.” In Language in School and Community, edited by N. Mercer, 34–46. London, England: Edward Arnold.
   Google Scholar
• Nassaji, H., and G. Wells. 2000. “What’s the Use of ‘triadic Dialogue’? An Investigation of Teacher–Student Interaction.” Applied Linguistics 21: 376–406. doi:10.1093/applin/21.3.376.
   Web of Science ®Google Scholar
• Nystrand, M., and A. Gamoran. 1991. “Instructional Discourse, Student Engagement, and Literature Achievement.” Research in the Teaching of English 25: 261–290.
   Web of Science ®Google Scholar
• OECD. 2016. PISA 2015 Results (volume I): Excellence and Equity in Education. Paris: OECD Publishing.
   Google Scholar
• OFSTED. 2013. The Unlucky Child. London: OFSTED.
   Google Scholar
• Pomerantz, A. 1984. “Agreeing and Disagreeing with Assessments: Some Features of Preferred/dispreferred Turnshapes.” In Structures of Social Action: Studies in Conversation Analysis, edited by J. M. Atkinson and J. Heritage, 79–112. Cambridge: Cambridge University Press.
   Google Scholar
• Ransom, J. C. 1941. The New Criticism. Norfolk, Connecticut: New Directions.
   Google Scholar
• Richards, I. A. 1929. Practical Criticism. London: Kegan Paul, Trench, Trubner.
   Google Scholar
• Ritchie, S. M. 2002. “Student Positioning within Groups during Science Activities.” Research in Science Education 32 (1): 35–54. doi:10.1023/A:1015046621428.
   Web of Science ®Google Scholar
• Rosenblatt, L. 1978. The Reader, the Text, the Poem. Carbondale and Edwardsville, IL: Southern Illinois University Press.
   Google Scholar
• Sabat, S. R. 2001. The Experience of Alzheimer’s Disease: Life through a Tangled Veil. Oxford: Blackwell.
   Google Scholar
• Sabat, S. R. 2008. “Positioning and Conflict Involving A Person with Dementia: A Case Study.” In Global Conflict Resolution through Positioning Analysis, edited by F. M. Moghaddam, R. Harré, and N. Lee, 65–78. New York: Springer.
   Google Scholar
• Sacks, H., E. Schegloff, and G. Jefferson. 1974. “A Simplest Systematics for the Organization of Turn-taking for Conversation.” Language 50: 693–735. doi:10.1353/lan.1974.0010.
   Web of Science ®Google Scholar
• Sahlström, F. 2009. “Editorial: Conversation Analysis as a Way of Studying Learning.” Scandinavian Journal of Educational Research 53 (2): 103–111. doi:10.1080/00313830902757543.
   Web of Science ®Google Scholar
• Schegloff, E. A., I. Koshik, S. Jacoby, and D. Olsher. 2002. “Conversation Analysis and Applied Linguistics.” Annual Review of Applied Linguistics 22: 3–31. doi:10.1017/S0267190502000016.
   Google Scholar
• Seedhouse, P. 2004. The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Oxford: Blackwell Publishing.
   Google Scholar
• Segall, A. 2004. “Revisiting Pedagogical Content Knowledge: The Pedagogy of Content/the Content of Pedagogy.” Teaching and Teacher Education 20 (5): 489–504. doi:10.1016/j.tate.2004.04.006.
   Web of Science ®Google Scholar
• Snow, C. E. 2002. Reading for Understanding: Toward an R&D Program in Reading Comprehension. Washington, DC: RAND Corporation.
   Google Scholar
• Stevenson, R. 1886. The Strange Case of Dr Jekyll and Mr Hyde and Other Stories. London: Penguin Books.
   Google Scholar
• Stockwell, P. 2013. “The Positioned Reader.” Language and Literature 22 (3): 263–277. doi:10.1177/0963947013489243.
   Web of Science ®Google Scholar
• Tainio, L., and A. Slotte. 2017. “Interactional Organization and Pedagogic Aims of Reading Aloud Practices in L1 Education.” Nordic Journal of Literacy Research 3: 61–82. doi:10.23865/njlr.v3.469.
   Google Scholar
• Tan, S., and F. M. Moghaddam. 1999. “Positioning in Intergroup Relations.” In Positioning Theory, edited by R. Harré and L. van Langenhove, 178–194. Oxford, UK: Blackwell.
   Google Scholar
• Tan, S., and F. M. Moghaddam. 1995. “Reflexive Positioning and Culture.” Journal for the Theory of Social Behavior 25: 387–400. doi:10.1111/j.1468-5914.1995.tb00281.x.
   Web of Science ®Google Scholar
• Tannen, D. 1989. Talking Voices. Repetition, Dialogue, and Imagery in Conversational Discourse. Cambridge: Cambridge University Press.
   Google Scholar
• Tengberg, M., C. Olin-Scheller, and A. Lindholm. 2015. “Improving Students’ Narrative Comprehension Through a Multiple Strategy Approach: Effects of Dialogic Strategy Instruction in Secondary School.” L1-Educational Studies in Language and Literature 15: 1–21. doi:10.17239/L1ESLL-2015.15.01.01.
   Web of Science ®Google Scholar
• van Leeuwen, T. 1999. Speech, Music, Sound. London: Routledge.
   Google Scholar
• van Sluys, K., M. Lewison, and A. S. Flint. 2006. “Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse.” Journal of Literacy Research 38 (2): 197–233. doi:10.1207/s15548430jlr3802_4.
   Web of Science ®Google Scholar
• Wells, G. 1993. “Reevaluating the IRF Sequence: A Proposal for the Articulation of Theories of Activity and Discourse for the Analysis of Teaching and Learning in the Classroom.” Linguistics and Education 5: 1–37. doi:10.1016/S0898-5898(05)80001-4.
   Google Scholar
• Wood, M. B. 2013. “Mathematical Micro-Identities: Moment-to-Moment Positioning and Learning in a Fourth-Grade Classroom.” Journal for Research in Mathematics Education 44 (5): 775–808.
   Web of Science ®Google Scholar
• Wortham, S. 2004. “The Interdependence of Social Identification and Learning.” American Educational Research Journal 41 (3): 715–750. doi:10.3102/00028312041003715.
   Web of Science ®Google Scholar
• Young, R. 1992. Critical Theory and Classroom Talk. Clevedon: Multilingual Matters.
   Google Scholar