(2004). Reported speech and intertextual referencing in 10- to 12-year-old students' informal talk.
In: Shuart-Faris, Nora and Bloome, David eds.
Uses of intertextuality in classroom and educational research.
Connecticut, USA: Information Age Publishing Inc, pp. 147–169.
Arguing for a social practice view of text, this chapter discusses the role of intertextal referencing in children’s meaning-making in oral talk. The chapter analyses 10-12 year-old school children's strategic and collaborative use of reported voices to make dialogical and evaluative links both within and across conversations. A Bakhtinian analysis of the talk reveals how children are actively involved in their induction into schooling, but that this induction is not a straightforward process. While, on the one hand, taking on the voices of teachers and texts can be seen as positioning children and inducting them into educational discourse and subject genres, on the other hand this process is mediated by the ways in which these voices are framed and appropriated by children, suggesting more subtle and heteroglossic negotiations of knowledge and identity.
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