Exploring Researchers in Dialogue: Linguistic and Educational Perspectives on Observational Data from a Sixth Grade Classroom

Abstract

This article reflects on a collaborative process between two researchers from different backgrounds conducting a joint-venture classroom observation project focusing on language, communication and special education. Focusing on the connection between explorative learning situations and dialogue in relation to children’s learning and identity development, the researchers cooperate on all levels in the research process. The article compares findings when approaching data from two different professional traditions, linguistics and education. The main focus is how each of the researchers approaches the data analysis. The combining of approaches in interpreting and writing is also discussed. Narratives and spoken dialogues are vital in this work; transcripts of video material from a primary school classroom are used as illustrations.