Gifted Is as Gifted Does

Authors

Theresa Monaco

DOI

10.58809/GNLQ4709

Abstract

In the last decades, interest in instructional process has drawn the attention of linguists to classroom discourse studies (Lee, 2007; Chen, 2007; Hall, 2007; Macbeth, 2004). Such growing attention has been attributed to the importance associated with verbal discourse in meaning making (Chin, 2006). Chin further notes that a common ground available in the literature on pedagogical discourse is the three-turn sequence interaction called “triadic dialogue” (Lemke, 1990 cited in Macbeth, 2004), or Initiation Response Evaluation (IRE) (Menham ,1979 cited in Chin, 2006), or Initiation Response Feedback (IRF) (Sinclair & Coulthard, 1975 cited in Macbeth, 2004). In other words, a classroom interaction primarily comprise of three actions: the teacher’s initiation of questions, learners’ responses’, and the teacher’s feedback on the correctness of the responses. The three-part move in a classroom discourse provides teachers the opportunity to ask questions which require predetermined low- order cognitive level short answers (Chin, 2006).

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Recommended Citation

Monaco, Theresa (2011) "Gifted Is as Gifted Does," Academic Leadership: The Online Journal (2003-2012): Vol. 9: Iss. 4, Article 7.
DOI: 10.58809/GNLQ4709
Available at: https://scholars.fhsu.edu/alj/vol9/iss4/7