The final example of Ciara’s strategies (extract 6) shows her use of filler words (‘it’
and ‘that’) in substitution for yet another elusive noun. How these apparently vague
referents assist the teacher to collaborate in successful resolution of the search is now
explored. The context for this extract is the same dyadic activity seen in extract 5. C
has just turned the page to reveal a new picture that shows an astronaut floating
around in space.
Extract 6: Pronominal substitution
1 T And there’s you’ve got another picture with an astronaut. haven’t you.
2 C ((nods))
3 T Do you think that’s the same one?
x____book_______________
4 C Yeah trying to get to (.) it
5 T Trying to get to what?
x_______book______,,,__T____
6 C Trying to get to like that that
((points at picture))
7 T To that planet.
8 C That planet
9 T Yeah how comes he was floating around like that
The teacher’s question at line 3 refers to whether or not the astronaut in the current
picture is the same one that they had viewed on an earlier page in the book. C
responds affirmatively and adds information about the astronaut’s journey that
includes the pronoun ‘it’ instead of the name of the destination. T treats the pronoun
as problematic by asking for clarification in line 5. The teacher’s clarification request
has an interesting design since it is formulated as a request for specification of the
vague referent. There is partial recycling of the child’s material from the previous
turn, followed by a wh-question that precisely locates the source of trouble as the final
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