Developing a coding scheme for analysing classroom dialogue across educational contexts

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dc.contributor.authorHennessy, Sylvia
dc.contributor.authorRojas-Drummond, Sylvia Margarita
dc.contributor.authorHigham, Rupert
dc.contributor.authorMárquez, Ana María
dc.contributor.authorMaine, Fiona
dc.contributor.authorRíos, Rosa María
dc.contributor.authorGarcía Carrión, Rocío
dc.contributor.authorTorreblanca, Omar
dc.contributor.authorBarrera, María José
dc.date.accessioned2026-03-24T10:36:53Z
dc.date.available2026-03-24T10:36:53Z
dc.date.issued2016-06
dc.date.updated2026-03-24T10:36:53Z
dc.description.abstractThe research reported sought to develop a framework for systematically analysing classroom dialogue for application across a range of educational settings. The paper outlines the development and refinement of a coding scheme that attempts to represent and operationalise commonalities amongst some key theorists in the field concerning productive forms of educational dialogue. The team has tested it using video recordings from classroom settings in the UK and Mexico, across age phases, subject areas, and different interactional contexts including whole class, group and paired work. Our Scheme for Educational Dialogue Analysis (SEDA) is situated within a sociocultural paradigm, and draws on Hymes' Ethnography of Communication to highlight the importance of context. We examined how such a tool could be used in practice. We found that concentrating on the 'communicative act' to explore dialogue between participants was an appropriate level of granularity, while clustering the 33 resulting codes according to function of the acts helped to highlight dialogic sequences within lessons. We report on the application of the scheme in two different learning contexts and reflect on its fitness for purpose, including perceived limitations. Development of specialised sub-schemes and a version for teachers is underway.en
dc.description.sponsorshipThe Mexican work reported in this paper was supported by the Dirección General de Asuntos del Personal Académico of the National Autonomous University of Mexico (DGAPA-UNAM) (PAPIIT Project Number: IN303313 and PAPIME Number: PE305814 ) for the years 2013–2015. The authors wish to express their gratitude for this generous support. We would also like to thank the Ministry of Education in Mexico for allowing us to carry out research in several schools for many years. In addition, Professor Sylvia Rojas-Drummond would like to thank the Faculty of Education at the University of Cambridge, UK for hosting her as Visiting Scholar whilst the British Academy project bid was being prepared. Her visiting Scholarship was funded by the National Council of Science and Technology in Mexico (CONACYT Project Number: 160873 )en
dc.identifier.citationHennessy, S., Rojas-Drummond, S., Higham, R., Márquez, A. M., Maine, F., Ríos, R. M., García-Carrión, R., Torreblanca, O., & Barrera, M. J. (2016). Developing a coding scheme for analysing classroom dialogue across educational contexts. Learning, Culture and Social Interaction, 9, 16-44. https://doi.org/10.1016/J.LCSI.2015.12.001
dc.identifier.doi10.1016/J.LCSI.2015.12.001
dc.identifier.eissn2210-657X
dc.identifier.issn2210-6561
dc.identifier.urihttps://hdl.handle.net/20.500.14454/5553
dc.language.isoeng
dc.publisherElsevier Ltd
dc.rights© 2016 The Authors
dc.subject.otherClassroom interaction
dc.subject.otherCoding scheme
dc.subject.otherCommunicative act
dc.subject.otherDialogue
dc.subject.otherSociocultural theory
dc.titleDeveloping a coding scheme for analysing classroom dialogue across educational contextsen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.endPage44
oaire.citation.startPage16
oaire.citation.titleLearning, Culture and Social Interaction
oaire.citation.volume9
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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