Mauri, T., & Clarà, M. (2011). Simultaneous consideration of different levels of analysis in educational dyadic conversations: A discourse analysis scheme. Symposium: Methodological strategies for the study of teaching and learning: Approaches from discourse analysis. ISCAR. Rome, 5-10 September.

1. Simultaneous consideration of different levels of analysis in educational dyadic conversations: A discourse analysis scheme Teresa Mauri Marc Clarà

6. Analytic scheme 1.Segments of interactivity T: A work? a work about what? 7 S: the unit (...) the theme of the unit, I already have to choose, because this month I have to do a work and take all the information (...) 6 T: Ok, what else? what do we have to talk about? 5 S: Ok 4 T: No (...) no, we’ll introduce you and that’s all (...) and if you want you can talk (...) I don’t know, perhaps there is a moment where you can tell some anecdote or something 3 S: And do the parents have not inconvenient on a teacher student assist to the meeting? 2 T: Ok, so what we have done is to distribute a little bit each section of what each teacher will say, and each teacher prepares it and that’s all. And what we’ll do on Monday is to share it for the meeting of Tuesday 1

8. Analytic scheme 2.Speech acts ASK S : yes, “what dos it happen in the lungs with this air?” 7 ASK T : “Why do we need this air”, ok? 6 SAY If they say oxygen it would be great! 5 ASK and then to ask “and why? what do we do with this air?” 4 SAY and perhaps they will say to obtain energy or to... 3 What the pupils say (SAY) I guess that they can say that to live, otherwise we would die 2 What the student asks to the pupils (ASK) S : ...and possible questions I have, well, the fist one, why do we have to breath and what would it happen if we didn’t breath 1

9. Analytic scheme 2.Speech acts Theme: what they are talking about Segments of interactivity: When?

11. Analytic scheme 3.Movement G R T: Well, then we’ll see, I have to wait to the next session, because perhaps they are very interested in breathing, or in eating... (...) 104 D F/I S: And then, when we are in the human body? because there are a lot of things in the human body 103 G R T: yes, it is to add characteristics to the living beings, the idea is the body and the livings beings, but I thing that these children cannot directly go to the living beings, so these days we have been remembering the animals they know (...) Then the idea is to go to the question (...) in what are we similar? what do we do similarly than animals? are we very similar or not?... in this direction 102 G R S: ...the human body 101 G R T: My idea is... where I go to is... 100 D I S: And what would it be? 99

13. Analytic scheme 3.Movement UD G R Well, then we’ll see, I have to wait to the next session, because perhaps they are very interested in breathing, or in eating... (...) 104 UD D F/I S: And then, when we are in the human body? because there are a lot of things in the human body 103 UD/ UO G R T: yes, it is to add characteristics to the living beings, the idea is the body and the livings beings, but I thing that these children cannot directly go the living beings, so these days we have been remembering the animals they know (...) Then the idea is to go to the question (...) in what are we similar? what do we do similarly than animals? are we very similar or not?... in this direction 102 BS G R S: ...the human body 101 UD G R T: My idea is... where I go to is... 100 UD D I S: And what would it be? 99

14. Analytic scheme 3.Movement

23. Thank you so much