Language Use and School Performance by Aaron V. Cicourel, Kenneth H. Jennings, Sybillyn H. M.

By Aaron V. Cicourel, Kenneth H. Jennings, Sybillyn H. M. Jennings, Kenneth C. W. Leiter, Robert MacKay, Hugh Mehan, David R. Roth

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In the "complete-a-man" part of the interview, the teacher presented the student with a pencil and a dittoed drawing of a half-completed man--the student was supposed to fill in the missing parts and talk about the drawing. In the "copy forms" part of the test, the teacher presented the student with drawings of a square, triangle, circle, and a divided rectangle and asked the student to copy each one as it was presented 23 LANGUAGE USE AND SCHOOL PERFORMANCE to him. For the first two parts of the screening interview, the teacher works from a dittoed face sheet (see Appendix).

And a command, now look closely and see if he's missing anything~ in an effort to get the student to see additional missing parts. When the student indicates that the drawing is not missing anything~ the teacher then retrieves a statement made by the student at the beginning of the exchange and confronts him with it -Now did you tell me he had one ear? ~ which in turn relies on the assumption that the student possesses common knowledge or 'what everyone knows' (Cicourel, 1973; Garfinkel, 1967).

These elicitation practices are not contained in the script but are used by the teacher to sustain the interview and to get information from the child. Expanding Students' Talk. Both teachers expanded the remarks of the students they interviewed. Following are two examples from different teacher-student interviews as well as different sections of the screening interview. The first example comes from that part of the interview where the teacher asks about the occupation of the student's father. The second example is from the complete-a-man section of the interview.

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