'I am It the Clown': Problematising the Distinction Between 'Off Task' and 'On Task' Classroom Talk

Abstract

This article uses the results of a case study of children using collaborative talk in a text-based task to argue that there is no clear distinction between what is 'off' or 'on' task talk. Based on Vygotsky's theory of the social basis of thought, that it develops from internalisation of speech and it functions within various relationships, the evidence collected shows that children may use a wide variety of speech styles while remaining involved in the task at hand. The discussion will also consider the issue of whether the learner's self image as a reader is a significant factor in his/her success in making sense of text through collaborative talk. The data suggest that children exercise cognitive skills connected with response to literary text while simultaneously making free use of the social dimension. The implications for the teacher are considered.