1,722,685 research outputs found
Reseñas de AMIR, L. (ed): New frontiers in Philosophical Practice (José Barrientos Rastrojo); CARVALLO, J.M.: Vivendo o sentido (Paulo Margutti); AMIR, L. (ed): Rethinking philosopher’s responsibility (José Barrientos Rastrojo)
No full textReseñas de Amir, L. (ed): New frontiers in Philosophical Practice (José Barrientos Rastrojo); CARVALLO, J.M.: Vivendo o sentido (Paulo Margutti); AMIR, L. (ed): Rethinking philosopher’s responsibility (José Barrientos Rastrojo) 
MARGUTTI P (2006). Partecipare alla conversazione in classe: quali competenze per gli alunni. In: (a cura di): Immacolata Tempesta e Maria Maggio, Linguaggio, mente, parole. dall'infanzia all'adolescenza. p. 228-235, Franco Angeli, ISBN: 88-464-7709-X, Lecce, 22-25 aprile 2004
No full textPartecipare alla conversazione in classe: quali competenze per gli alunn
On designedly incomplete utterances: What counts as learning for teachers and students in primary classroom interaction
No full textThe article analyzes a variety of Koshik's (2002) Designedly Incomplete Utterances (DIU) as they are produced in whole-class, teacher-led instruction sequences held in 2 third-year groups in an Italian primary school. This device, one of whose basic pedagogic functions is to solicit displays of knowledge from students in the shape of utterance completion, is a recurrent feature of teacher-student interaction in this setting. The study focuses on one specific and locally managed use of the device, whereby the teacher's orientation to the pedagogic goals of the organization of interaction surfaces in features of talk. I found systematic features in the construction of what I call main-clause DIUs, which teachers recurrently use to cast students as learners, by treating their verbal behavior as providing evidence that some type of learning has occurred in prior talk. The findings provide grounds for a critique of the Initiation-Response-Evaluation model and for a characterization of questioning in instruction sequences, both of which account for the specific institutional relevancies of interaction in this setting. © Taylor & Francis Group, LLC
Teachers' reproaches and managing discipline in the classroom: When teachers tell students what they do 'wrong'
No full textDrawing from a corpus of video-recorded classes in 6 and 7 grade groups in an Italian secondary school and in two 3 grade groups in a primary school, the article investigates one specific format used by teachers to reproach students for their untoward conduct. The analysis focuses on cases where, in contrast to other less explicit formats, teachers refer to students' ongoing behaviour as 'wrong' with direct descriptions of the misconduct. Reproaches of this type employ a conditional structure in which the event and its negative consequences are described in detail. The paper argues for this specific type of reproach as displaying similarities with repair sequences in that it operates retroactively (Schegloff, 2007) to locate in prior courses of actions the source for the reproach (or the 'reproachable'). Building on a detailed analysis of turn construction, word selection, and sequential deployment, the paper shows that a preference organization is in order in the accomplishment of reproaches. In comparison to prior literature on this topic, and in contrast to other documented way of treating recipients' untoward conduct as caused by their inability, the paper documents the way in which other peoples' conduct can be explicitly constructed as wrong and, as such, reproachable; thus holding the recipient as culpable for not having avoided a course of action that is not amendable. The paper argues for further research in the domain of classroom reproaches, as having implications for the understanding both of action formation mechanisms in ordinary and institutional interaction and of the different activities that contribute to the sense of formality of classroom interaction beyond instruction activities and academic talk. © 2011 Elsevier Inc
Antonio Carlos Margutti : Anónimos colaboradores del Museo
No full textDesde 1956 –año de su ingreso– hasta 2002, de su retiro, transcurrieron cuarenta y seis años durante los cuales Margutti prestó servicios en el Museo. Entusiasmado, como muchos otros, por un pariente que trabajaba en sus talleres no vaciló, cuando se presentó una oportunidad de incorporarse en la institución en el departamento de carpintería. Los años vividos le resultaron muy gratificantes: cosechó amigos y se perfeccionó en su oficio.Fundación Museo La Plat
Reducing asymmetry in doctor-patient interaction: patients' initiatives in specialised clinical encounters
No full textThis study identifies and describes a specific multimodal practice that patients use during medical encounters, in which they interact with a team of doctor in an Italian specialized centre for prosthesis construction and application. Focusing on the early stages of these encounters, in which participants are engaged in history-taking and physical examinations, the paper analyses the way in which patients delicately orchestrate their gaze, gesture and verbal behaviour to gain some extra speaking space, beyond that of mere respondents to doctors’ questions. By using the analytic and methodological framework of Conversation Analysis, we show that patients produce this recurrent multimodal pattern, whose features are methodically produced and recognizable. The study shows that, through this specific pattern, patients manage to acquire the interactional role of “action initiators”; thus constraining doctors to respond: for instance, by producing unrequested information about their health status, by correcting implicit assumptions in the doctors’ questions, or by producing independent assessments. Thus, the paper contributes to previous research, which has documented patients’ agency and initiative, revising the notion of asymmetry in medical settings and highlighting the active role of the patient in every stage of these encounters
Margutti P (2008). Frasi interrogative e turni-domande in classe: aspetti grammaticali nell'interazione didattica. In: (a cura di): Cristina Bosisio, Bona Cambiaghi, M. Emanuela Piemontese e Francesca Santulli, Atti del 7° Congresso dell'Associazione Italiana di Linguistica Applicata. p. 431-453, PERUGIA:GUERRA EDIZIONI, ISBN: 978-88-557-0084-9, Milano, 22-23 febbraio 2007
No full textFrasi interrogative e turni-domande in classe
L’osservazione dell’interazione nella classe di lingue: uno strumento di (auto) formazione.
No full textContributo in rivist
The multiple constraints of addressed questions in whole-class interaction: Responses from unaddressed pupils
No full textThis article explores pupils' responses to addressed questions in two third-year primary school classes, organized as plenary interaction and based on the next-speaker selection. In this context, unaddressed pupils often produce responses of various kinds spontaneously, showing that the next-speaker selection per se does not exclude unaddressed pupils from participating. Analysis of the design and position of these responses show their orderly nature as mainly depending on the following dimensions: the position of the address term in the question and who has primary access to answers. Pupils' responses display a high level of awareness of the next-speaker selection rule operating in this setting, and more globally, of the turn-taking system. This competence enables pupils to understand and navigate the other-selection rule, often gaining their right to speakership. In line with prior studies on multiparty interactions, the article shows that teachers' questions pose multiple constraints on responses
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