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

A conventional design of self-initiated other-repair (SIOR) characterises Ciara’s
search in extract 4. Syntactically, it takes the form of the standard wh-question,
although it contains additional lexical elements and is co-ordinated with key gaze and
gestural components that serve to cue the teacher’s involvement in the search. The
sequence takes place in a small group activity where four children are talking about
characters that they have drawn in an earlier lesson.

Extract 4: Wh-question, gaze and gesture (SIOR)

1 T Oka:y? (.) who’s this?

((pushes Julie figure to C))

x-----figure------------------------------ ’’’writing--------

2 C (1.0) Uh::: (2.2) uh:: (.) mm what’s it say?

((*RH takes Julie))                ((leans,*LH points at writing in front of T))

3 T Julie? (.) is that Julie.

---writing-------------------

^{4 C} Yeah Ju[lie

⁵ T          [Julie what does.......

* RH = right hand; LH = left hand

The teacher starts with a wh-question that invites recall of the character’s name that
Ciara had chosen earlier in the lesson. Alongside her spoken words, the teacher
establishes the referent of the question with a gesture involving the figure. She
specifically positions C to answer the question by pushing the character picture in her
direction and maybe by gaze invitation, although it is not possible to confirm this
since her head is sideways to camera. The silences and sound stretches at line 2
indicate that the character’s name is not readily available to Ciara. She then attempts
resolution by making a direct request for the lexical item, which takes the form of a

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