RASAL Lingüística

Issue 2024 - Vol. 2
Artículos

Organization and pragmatic function of teacher discourse during science lessons in kindergarten

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  • Sebastián Carignano,
  • Alejandra Beatriz Menti,
  • María Patricia Paolantonio
Sebastián Carignano
Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Centro de Investigaciones de la Facultad de Lenguas (CIFAL), Universidad Nacional de Córdoba (Argentina)
Bio
Alejandra Beatriz Menti
Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Centro de Investigaciones de la Facultad de Lenguas (CIFAL), Universidad Nacional de Córdoba (Argentina)
Bio
María Patricia Paolantonio
Instituto de Investigaciones Psicológicas, Consejo Nacional de Investigaciones Científicas y Técnicas y Universidad Nacional de Córdoba (CONICET-UNC, Argentina)
Bio
Portada del número 2014 vol. 2
DOI: https://doi.org/10.56683/rs242108

Published 2024-09-28

Keywords

  • teacher discourse,
  • science classes,
  • pragmatic functions,
  • kindergarten

How to Cite

Carignano, S., Menti, A. B., & Paolantonio, M. P. (2024). Organization and pragmatic function of teacher discourse during science lessons in kindergarten. RASAL Lingüística, (2), 37–56. https://doi.org/10.56683/rs242108

Copyright (c) 2024 Sebastián Carignano, Alejandra Beatriz Menti, María Patricia Paolantonio

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

The present study analyzes teaching situations in which the thematic unit about Animals, corresponding to the area of Natural Sciences, was developed in kindergarten classrooms in the province of Córdoba (Argentina). All lessons were video recorded and subsequently transcribed following the guidelines established by the CHILDES system (Macwhinney, 2000). Qualitative and quantitative procedures were employed for the analysis. Firstly, teacher utterances were categorized based on: (a) the type of discourse they belong to, whether social or academic, and (b) the pragmatic functions they assume throughout the academic discourse. Additionally, the frequency of categorized utterances was quantified, and its distribution across the corpus was compared, taking into account the sociocultural context in which kindergartens were located (rural vs. urban). The results of the quantitative analysis revealed, primarily, similarities between rural and urban kindergartens in terms of the utterances distribution according to the type of discourse and the pragmatic function they fulfill within the academic discourse framework. The results are discussed considering previous research findings and highlighting their pedagogical implications.

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