Word searches: on the use of verbal and non-verbal resources during classroom talk

spoken with relatively louder voice than ‘net’. In this context it appears to do the work
of signalling the outcome of the word search. In sum, Ciara has now accomplished,
supported by the adult’s repetition prompt, a version of the searched-for item. Indeed
‘ne:t’ is received by the teacher at line 6 with a repeat and a positive evaluation. How
T’s prompt is designed to assist C in retrieval of the elusive item ‘ne:t’, and the
relationship to Lerner’s (2004) turn-prompting sequences, is the subject of further
research.

The next extract (3) shows Ciara’s substitution of a semantic category label for the
searched-for lexical item which, in this case, is a character’s name. This interactional
device is treated by the teacher as an invitation to label the searched-for item. As
Ciara’s hand gestures are important in this example, they are indicated underneath her
spoken words whilst gaze, to simplify interpretation for the reader, is represented
above.

Extract 3: Semantic category labelling

1 T Shall we listen to Ciara’s ide:a then. what do you think might happen.
x--------figures--------------------------------------------------------------

2 C Sh: :e want (.) she wanted (.) her to come to her castle (.)
((*PP princess--PP Mary-----------PP princess------------------------

x--------figures---------------------------------------------------------

3 C and sh: (0.2) and she:: (0.6) s: name wanted to come
PP Mary--------------PP Mary--------PP Mary--------------------

4 T This is Mary.
((points to Mary))
x---figures---------------

5 C Mary (.) want to go
--PP Mary))

6      (0.3)

---------figures--------------------------------------------------------,,,T

13

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