Transcript Table

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Course Level Date Clip# Line Interlocutor Content
Talkbank - - 20 112 T one.
Talkbank - - 20 113 T can you continue?
Talkbank - - 20 114 T do you understand what you're doing?
Talkbank - - 20 115 T good.
Talkbank - - 20 116 T don't forget you've gotta end up with a minimum of three in each.
Talkbank - - 20 117 T roll it quickly.
Talkbank - - 20 101 UNK %xRES:At this point the classroom interaction shifts from public to private. This is the first of 12 shifts between public and private interaction throughout the lesson. Overall, 57% of the lesson is devoted to public interaction and 43% is devoted to private interaction. In this segment, the students are working in pairs. However, during the private interaction segments that occur later in the lesson, the students work individually. Across the Australian data set, on average, 52% of the time per lesson was devoted to public interaction and 48% was devoted to private interaction (Video Report, table 3.6). Australian lessons averaged five interaction shifts (Video Report, table 3.7). On average, 73% of the private interaction time per lesson in Australia consisted of students working individually, and 27% consisted of students working in pairs or groups (Video Report, figure 3.10).
Talkbank - - 20 118 T we want to get this started to together.
Talkbank - - 20 119 T roll it faster.
Talkbank - - 20 120 T roll it quickly.
Talkbank - - 20 121 T we want to get this started.
Talkbank - - 20 122 T would you roll it properly please.
Talkbank - - 20 123 T roll it properly.
Talkbank - - 20 124 SN sorry.
Talkbank - - 20 125 T hurry up, get your cookies done.
Talkbank - - 20 126 T I've got it.
Talkbank - - 20 127 T who's finished?
Talkbank - - 20 128 SS do we roll it we roll until each xxx three?
Talkbank - - 20 129 T you must keep rolling until every cookie has got three chocolate chips in it.
Talkbank - - 20 130 SN our dice has got all these dots in it.