Abstract
The current paper examines two examples of other-correction produced by students during the course of a classroom exercise. One of these efforts culminates in replacement, the other fails. The two efforts are examined in the light of the existing literature focusing on conversational repair in the classroom. The data comes from a corpus of materials collected in a 5th grade math and science class. We will examine how each corrective effort was organized in order to better understand their different outcomes. It is argued that the kinds of trouble evidenced here may not be uncommon in “conversations with the not-yet-competent.” In studying these matters, the paper seeks to illuminate some of the lived work of the classroom, both the lived work of being a teacher and the lived work of being a student.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
