Verbal communication and joint activity in educational support. A comparative analysis among expert

Gema García y Manuel Montanero.

In this paper, verbal interchanges throughout 12 support sessions of students with special educational needs, outside of ordinary classroom, were recorded and registered. The analysis of mediation and participation tools, obtained from the typescripts, led us to describe the main features of teacher-students verbal interaction in educational support classroom. Overall, we obtained 22 specific categories.

Most of them could be classified in 2 different shapes, according to the participation that teachers asked to the students. The teachers with more experience almost registered the double of interactions in the same time. They corrected less the students contributions and, in order to be reviewed by their own pupils, they offered more helps.


Key Words: Special educational needs, educative support, joint activity, teacher-student verbal interaction, social participation structure