Although classroom interaction has received a great deal of focus during the last 40 years, its investigation from a conversation analytic stance is rather limited. The present article approaches talk at school from this point of view, exploring two basic dimensions that manifest participants’ orientation to the institutional character of the setting, that is, turn-taking organization and sequence organization. The above dimensions have been the subject of research in the past as well; however, additional work is needed for a more (...) comprehensive account of their specific features that clearly affect participants’ conduct. Thus, this article contributes to the research on school interaction by shedding light on various aspects of the turn-taking and sequence organization of talk at school, and by specifying the exact constraints under which participants – and more accurately students – operate. (shrink)

Although the practice of formulating has been examined in a variety of institutional settings, its realization in the framework of school interaction has received no attention from a conversation analytic perspective. The present article aspires to fill this gap, offering some preliminary remarks about how reformulations, namely versions of what was previously said or implied, are accomplished in the classroom. More specifically, two types of the teacher’s reformulations are distinguished, on the basis of his/her epistemic access to what is reformulated. (...) The research aims at demonstrating how a general practice adapts to the central activities of the setting in which it is employed. (shrink)

What merit should we find in Heliodoros' novel? Towards its end Hydaspes, agonizing over whether to save Charikleia from human sacrifice, sees before him an internal audience stirred by πθη equal to his and ‘weeping through pleasure and pity at Fortune's stage-management’ . This is a popular audience, a demos, evincing a popular reaction, but one which Heliodoros anticipated and doubtless welcomed. Their reaction is characterized by simple, direct emotions and some limited awareness of the larger processes that have (...) been going on in this novel. For them this is a world of τχη and amazement. Does the novel invite any deeper critical reaction than this? (shrink)