I. Synthesis of Classroom Classifications.

It is important to mention that this system of analysis is developed by Coulthard and Sinclair; they produced a hierarchical system, which is modeled on Halliday. They propose for these kinds of analysis a study of ranks in a conversation. These ranks are: lesson, transaction, e ! chan"es, moves, and acts. # brief e planation of each of them will be "iven below $%%!%&'. The (lesson) is the hi"hest unit of classroom discourse, consistin" of one ore more trans! actions; the (transaction) is "iven as lon" as a class lasts, it would be all the conversation in a class. The (e chan"es) are the different topics that the teacher and the student have, it can be said that each topic is an e chan"e. The e chan"e be"ins with an initiation by the teacher, fol! lowed by a response from the pupil, followed by a feedback to the pupil)s response from the teacher. The ne t concept is (moves), which are units smaller that the utterance, the moves are combined in order to form utterances and units to form e chan"es $Sinclair*Coulthard, %+'. It is important to take into account the units at the lowest rank of a discourse, which are the (acts); they correspond most nearly to the "rammatical unit clause. It can be mentioned that there are three ma,or acts that probably occur in all forms of spoken discourse, they are: elic! itation, directive, and informative. They all appear in classroom discourse at the heads of initia! tin" moves $Sinclair*Coulthard, %-!%.'. There are another kinds of acts that have to be known in order to understand them very well; here a summary of all the acts is presented with a brief definition and description of each one. It is also included their symbol in order to reali/e where they are and what they mean in the anal! ysis. 0irst, the act (marker) $m' is reali/ed by a closed class of items, for e ample (well), (ok), (now), etc., its function is to mark boundaries in the discourse. Second, the act (starter) $s' is reali/ed by a statement, a 1uestion or a command, its function is to provide information about or direct attention to or thou"ht towards an area in order to make a correct response to the initia! tion. The third act is (elicitation) $el' which is most of the times "iven by a 1uestion, and its function is to re1uest a response. Then, the act (check) $ch' is "iven when the teacher ask 1ues! tions that he does not know the answer, for e ample (ready2) (finished2), etc. The (directive) $d' act is "iven by a command, it means that the teacher ask students to do somethin" physical! ly. The ne t act is that of (informative) $i' that takes place when the teacher $and even the pu!

% pils' provides information. (3rompt) $p' reinforces a directive or elicitation, for e ample ("o on), (come on), etc. The act (clue) $cl' helps the pupils to answer certain 1uestion or command. Then, the act (cue) $cu' is "iven to evoke a bid. 4e t, the act (nomination) $n' functions as fac! tor to call on or "ive permission to a pupil to share somethin" to the conversation, names are most of the time "iven in this act $Sinclair*Coulthard, &5!&%'. Sinclair and Coulthard continue the description of the acts as follows. They mention the act (acknowled"e) $ack' which show that the initiation has been understood, some thin"s that are "iven are (yes), (ok), (mm), (wow), etc. Then they e plain the act (reply) $rep' that provides a lin"uistic response from the pupils $or from the teacher'. (6eact) is also e plained; this act is "iven by a non!lin"uistic action and takes place after a directive. (Comment) $com' is used to e emplify, e pand, ,ustify, etc., additional information. Then, they talk about (accept) $acc' that is "iven when usin" (yes), (no), and others in order to show that the teacher has heard. (7valu! ate) $e' is "iven when the teacher uses phrases such as ("ood), (interestin"), (fine), etc. The (si! lent stress) $8' is "iven when there is a pause in the classroom conversation. The (meta!state! ment) $ms' act is "iven by a statement which refers to some future time when what is described will occur. The (conclusion) $con' act is "iven when usin" words as (so) or (then, for e ample. The authors also describe (loop) $l' as usin" the e pressions (pardon), (you what), (eh), and oth! ers, its function is to "o back to the topic. 0inally, (aside) $/' is not really related to the class, 1uestions or commands are used, for e ample (is it hot2) or (where is my pencil2) $&%!&&'. 4ow, it is important to mention the structure and classes of moves. #s it is known, moves are made up of acts, and moves occupy places in the structure of the e chan"es. #lso, it is known the e istence of five classes of moves and that these reali/e two classes of e chan"es: 9oundary $reali/ed by 0ramin" and 0ocusin" moves' and Teachin" $reali/ed by :penin", #n! swerin", and 0ollow!up moves' $Sinclair*Coulthard, &&'. :n the one hand, framin" moves are indications that convey that a lesson has ended and another is be"innin". :n the other hand, framin" moves are fre1uently followed by focusin" moves, which are moves that represent a chan"e of plane. #lso, those moves tell the pupils what has happened or what is "oin" to happen. 4ow, the function of an openin" move is to cause others to participate in an e chan"e, it can be said that this move is complementary of the answerin" move. The structure for the openin" move is complicated, because of its element (se! lect) that is where the teacher chooses which pupil he wants to respond. 0inally, it also can be

+ said that the openin" move ends after the responder has been selected $Sinclair*Coulthard, &&! &-'. The answerin" moves have a simpler structure, because the head element occurs very often. Some of the acts that appear in this move are: 6esponse, react, reply and sometimes a comment as well. The third class of move is follow!up; its function is to let the pupil know how well s*he has performed. The acts that appear in this move are: accept, evaluate, and comment respective! ly. The structure and classes of e chan"es are important elements that will be considered. Sin! clair and Coulthard mention that there are eleven subcate"ories; si are 0ree and five are 9ound $&;'. The free e chan"es have four main functions; inform, direct, elicit, and check. 0irst, the teacher informin" is used when the teacher is passin" on new information to the pupils. Second, the teacher directin" is used by the teacher when he asks the pupil for doin" somethin" but not for sayin" somethin". Third, the teacher elicitin" is used when the teacher wants to obtain ver! bal contributions from pupils, 1uestions sometimes are the openin" way of obtainin" those ver! bal contributions. 0ourth, pupils have also an important place in these e chan"es, on the one hand, the pupil elicitin" is used when they ask about somethin" $they also ask for permission', on the other hand the pupil informin" is used when they want to offer information which they think is relevant or interestin". 0inally, the checkin" e chan"e is a sub!cate"ory of elicit; the teacher asks 1uestions to which he does not know the answer $Sinclair*Coulthard, &;!<+'. Sinclair and Coulthard make the distinction of the bound e chan"es, they say that =an e ! chan"e is bound either if it has no initiatin" move, or if the initiatin" move it does have has no head, but simply consists of nomination, prompt, or clue> $<+'. 0irst, the reinitiation $I' is used when the teacher "ets no response to an elicitation and he can start a"ain usin" the same 1ues! tion to reinitiate. Second, the reinitiation $II' is used when a teacher sets a wron" answer; he can continue with the same child until he "ets the ri"ht answer or he can keep the 1uestion to anoth! er child $here a feedback does occur'. Third, the listin" e chan"e is used when the teacher with! hold evaluation until they "et two or three answers, sometimes the teacher wants to make sure that more than one person knows the answer. 0orth, the reinforce e chan"e occurs when the teacher has told the class to do somethin" and one more pupil did not "et the idea. 0inally, the

& repeat e chan"e is used when someone does not hear, and sometimes the teacher repeats be! cause he wants a reply repeated for other reason $Sinclair*Coulthard, <+!<?'. II. @ethodolo"y. In our conversational analysis, a first!"rade class recordin" in an elementary school was used. This recordin" lasts appro imately an hour and was divided into five!minutes fra"ments, our team started to analy/e appro imately from the minute %< to the minute +5. In order to see the script of this recordin" see the appendi at the end of this paper. In order to "et the very best results, in this analysis we will take into consideration the con! cepts that were seen in the readin" of Sinclair and Coulthard, which e plains how the system we are "oin" to apply in this paper was developed. The analysis will be ordered in a chart, which will be divided into three columns for open! in", answerin", and follow!up moves. # column will be added on the left side to label the e ! chan"e type. @ost of the time the teacher initiate the e chan"es, but when a pupil initiate an openin" move, we will show the e chan"e by prefi in" it with a 3. III. Classroom conversation analysis.
#ct 7 chan"e :penin" #nswerin" Type s Si. 7licit ABstedes han tocado la el pancita de mamC cuando estC embara/ada2 l 9ien rico, se siente 7licit ASi2 el ACDmo se siente2 1ue dan pataditas. 7licit AGuiFn mCs ha sentido2 el 9rinca tambiFn. i 3!inform 7ste, tambiFn sientes 1ue da pataditas la mano, se mueve asH, asH. i 3!inform I da manota/os. #ct rep

0ollow!up

#ct

rep

Ea pataditas el bebF. rep TambiFn brinca. Se mueve asH bien bonito. #ha. Ea manota/os de 1ue estC vivo, verdad.
rep

Com #cc Com

acc com

3!inform # mi una ve/, cuando lo to1uF, a mH me empu,D 7licit ATe 1uF2

i el

@e empu,D.

acc Te empu,D. Jndale ya te andaba com contestando.

< 3!inform # mH me andaba dando patadas. 3!inform @aestra, @is papCs se van a casar otra ve/. 3!inform @aestra, I yo vi cuando mi hermanito saliD con mi mamC, se parecHa mucho a mi. 3!inform Io, Io vi 1ue en el espacio de Tatiana, 1ue Tatiana tiene un bebF. 9oundary @uy bien. 0rame Inform #sH como las plantas estCn asH naciendo y se estCn pareciendo a la plantita ori"inal 1ue nosotros pusimos, asH los niKos. Ima"Hnense 1ue na/ca un niKo y se pare/ca a otra persona 1ue no es nada de la familia. 3!elicit @aestra. Inform 0H,ense como los hermanitos se parecen, los primitos, tambiFn se parecen, por 1ue son de la misma familia. 7licit A3or 1uF una planta de frH,ol no nos da dura/nos2 7licit # ver. AGuiFn me dice2 7licit A3or 1uF2 7licit 7licit Eirect 3!elicit ABna planta de frH,ol siempre nos va a dar...2 AI una planta de dura/nos siempre nos va a dar...2 Ima"Hnense. AI una planta de
i b i b i

@uy bien. A:tra ve/2 :ye, 1ue bien. #ha.

7v acc ev #cc

b i

m i

b i

el

m el

Io, yo. Bna de frH,ol. el 3or1ue la hicimos con fri,oles. el 0ri,oles.

el

b rep rep rep rep

#ha.

#cc

Eura/nos. $ignoring'

d el

? /anahoria2 ACDmo2 AI una planta de /anahoria2 7licit AGuF nos va a dar2 6einitiation I"ual sucede con las plantas, con los osos, con los animales. A3or 1uF un perrito no tiene un "atito2 3!inform I el "ato, un "atito. 3!inform @aestra, Eicen 1ue yo me pare/co como mi abuelito y como mi papC 6epeat 3!elicit

l el el cl

Lanahorias. 3or1ue el perrito va a tener un perrito.

rep rep

Lanahorias. Tiene 1ue tener un perrito, verdad.

#cc #cc

el i b i

I el "ato un "atito. #cc acc Si, com 3or1ue los dos, tu abuelito es el papC de tu papC, entonces te puedes parecer a los dos. #sH sucede con cada uno de los seres vivos. I eso es lo mCs bonito.
rep rep rep

7licit 6epeat
6einitiation

AGuiFn hi/o todo eso2 A4osotros lo hicimos2 A4osotros podemos formar un niKo a1uH, asH con plastilina y el niKo ya camina2 AGuiFn hace todo eso2 AI cDmo se le llama a eso2 ASe le llama 1ue son cosas de la natura...2 AGuiFn lo hace2 #le . AGuiFn2

el el

Eios. 4o, Eios. cl $teacher' 4o, no el podemos.

el el cl

7licit 7licit

Eios. ... le/a.

rep rep

@uy bien. 4aturale/a. 4osotros no podemos hacer lo 1ue hace la naturale/a, verdad 1ue no. Hacen cosas malas, verdad.

7v acc com

7licit Check 7licit

7licit

@uy bien, #sH nosotros di,imos 1ue cl entonces 1ue todas las personas, seres vivos, plantas y animales, el A4ecesitamos el...2 el Mida. A3ara la...2
cl

Bnos seKores marihuanos. ch Bnos seKores marihuanos. m #"ua.

el n

rep rep rep Com

rep

Mida, @uy bien.

acc ev

7licit 7licit 7licit 7licit 7sta plantita necesita a"ua, necesita la lu/... AEel 1uF2 AI necesita tambiFn...2 A#"ua y...2
cl el el el cl el i s

Sol. #"ua. #ire. #"ua. Mida.

rep

rep rep rep

I"ual 1ue nosotros. #"ua.

Com #cc

ASi nosotros no tenemos...2 3!inform 4os morimos. 7licit I si la planta no crece nos morimos de hambre... 3or1ue la planta... Anos da2 Check A4os da 1uF2 Check A4os da2

rep

el ch ch

0ri,oles. Comida.

rep rep

Comida, verdad. 0rutas, verduras y nos da muchas cosas, verdad.

acc com

Eirect

7licit 7licit 7licit

@uy bien, #hora fH,ense bien, ahora vamos a hacer la evaluaciDn de este traba,o 1ue acabamos de ver. #hH en la pC"ina del libro, en la N5., vamos a poner cDmo fue sucediendo el crecimiento del frH,ol. #hH tenemos unos dibu,itos 1ue dice arriba en el primer cuadrito, AGuF dice2 3rimer dHa. I lue"o ahH ya cambiamos, A3rimera 1uF2 ASe"unda2

3rimero.

rea

d el cl s el cl el rep Se"undo dHa, tercer dHa, cuarto dHa, 1uinto dHa, se to dHa. rep Semana.

Semana, tercera semana, cuarta semana, 1uinta semana, se ta semana.

rep

@uy bien.

ev

7licit

I despuFs de ahH dice, ahora llFvate tu fri,olito

cl

$teacher' 3lCntalo y com si"uelo cuidando.

. a la casa AI2 IM. Conclusions. #fter analy/in" the different concepts and elements that Sinclair and Coulthard presented, it was important to put into practice all those elements in a real classroom conversation. It was found that there were continuous chan"es in the roles between teacher and pupils. #s this part of the conversation is not at the be"innin", pupils feel free to talk, and they start to e press their ideas more fre1uently. That is why, a stran"e phenomenon took place in this conversation: pu! pils tended to inform more than the teacher, this is somethin" that was not considered by Sin! clair and Coulthard.

el

9iblio"raphy. Sinclair, Oohn, @alcom Coulthard. Toward an #nalysis of Eiscourse: The 7n"lish Bsed by Teacher and 3upils. : ford, P.@.: : ford Bniversity 3ress, N;-<.

N5

#ppendi 6ecordin" Script. 4ote: (T) stands for (teacher) and (3) stands for (pupil). T 3 T S T 3 T S T 3 T 3 T 3 T 3 T 3 T 3 T Ustedes han tocado la pancita de mam cuando est embarazada? Si. Si? Cmo se siente? Bien rico, se siente que dan pataditas. Da pataditas el beb , qui n ms ha sentido? Brinca tambi n. !ambi n brinca. "ste tambi n, maestra #other child$, sientes que da pataditas la mano, se mue%e as&, as&. Se mue%e as& bien bonito. ' da manotazos (ha. Da manotazos de que est %i%o, %erdad. ( mi una %ez, cuando lo toqu a m& me empu). !e qu ? *e empu). !e empu), ndale +a te andaba contestando. ( m& me andaba dando patadas. *u+ bien. *aestra, + +o %i cuando mi hermanito sali con mi mam, se parec&a mucho a m&. (ha. 'o, +o %i que en el espacio de !atiana, que !atiana tiene un beb . *u+ bien, as& como las plantas estn as& naciendo + se estn pareciendo a la plantita original que nosotros pusimos, as& los ni,os, imag&nense que nazca un ni,o + se parezca a 3 T 3 T 3 T 3 T 3 T 3 T otra persona que no es nada de la -amilia. *aestra. .&)ense como los hermanitos se parecen, lo primitos tambi n se parecen, porque son de la misma -amilia. /or qu una planta de -r&)ol no nos da duraznos? ( %er, qui n me dice? 'o, +o. Una de -r&)ol. /or qu ? /orque la hicimos con -ri)oles. (ha, una planta de -r&)ol siempre nos %a a dar? .ri)oles. ' una planta de duraznos siempre nos %a a dar? Duraznos. (ha. 0mag&nense... ' una planta de zanahorias? Cmo?

NN 3 T 3 T 3 T 3 T 3 T 3 T 3 T 3 T 3 T 3 T 3 T 3 T 3 T 3 T 3 T 3 T 3 T 3 T 3 T 3 ' una planta de zanahorias? 1u nos %a a dar? 2anahorias. 2anahorias. 0gual sucede con las plantas, con los osos con los animales por qu un perrito no tiene un gatito? /orque el perrito %a a tener un perrito. !iene que tener un perrito, %erdad. ' el gato un gatito. ' el gato un gatito. *aestra, dicen que +o me parezco como mi abuelito + como mi pap. Si, porque los dos, tu abuelito es el pap de tu pap, entonces te puedes parecer a los dos, as& sucede con cada uno de los seres %i%os. ' eso es lo ms bonito, qui n hizo todo eso? Dios. 3osotros lo hicimos? 3o, Dios. 3osotros podemos el -ormar un ni,o aqu& as& con plastilina + el ni,o +a camina? 3o, no podemos. 1ui n hace todo eso? Dios. *u+ bien. Cmo se le llama a eso?Se le llama que son cosas de la natura...? ... leza. 3aturaleza, nosotros no podemos hacer lo que hace la naturaleza, %erdad que no. 1ui n lo hace? (le4. Unos se,ores marihuanos. 1ui n? Unos se,ores marihuanos. 5acen cosas malas, %erdad. *u+ bien, as& nosotros di)imos que entonces todas las personas, seres %i%os, plantas + animales necesitamos el? (gua. /ara la? 6ida. 6ida, mu+ bien. "sta plantita necesita agua, necesita la luz del qu ? Sol. ' necesita tambi n...? (gua. (gua +...? (ire. 0gual que nosotros, si nosotros no tenemos...? (gua. (gua. 3os morimos. ' si la planta no crece, nos morimos de hambre por que la plana nos da...? 6ida. 3os da qu ? .ri)oles.

N% T 3 T 3os da? Comida. Comida, %erdad. .rutas, %erduras + nos da muchas cosas, %erdad. *u+ bien, ahora -&)ense bien, ahora %amos a hacer una e%aluacin de este traba)o que acabamos de %er, ah& en la pgina del libro, en la 789, %amos a poner como -ue sucediendo el crecimiento del -r&)ol, 3 T 3 T 3 T 3 T ah& tenemos unos dibu)itos qu dice arriba en el primer cuadrito qu dice? /rimero. /rimer d&a. Segundo d&a, tercer d&a, cuarto d&a, quinto d&a, se4to d&a. ' luego ah& +a cambiamos, primera qu ...? Semana. Segunda? Semana, tercera semana, cuarta semana, quinta semana, se4ta semana. *u+ bien, + despu s de ah& dice ahora ll %ate tu -ri)olito a la casa +? /lntalo + s&guelo cuidando.