Making sense of classroom interaction via a multiple-method design: social, experiential and epistemological dimensions

Haciendo sentido de la interacción en aula a través de una propuesta método múltiple: dimensiones sociales, experienciales y epistemológicas

Fazendo sentido da interação em sala de aula através de uma proposta multi-método: dimensões sociais, experienciais e epistemológicas

Du sens dans l'interaction en salle de classe à travers une proposition multi-méthode: dimensions sociales, d'expérimentation et épistémologiques

This article explores the contribution of a multiple-method design to the study of classroom interaction. The theoretical and methodological frameworks of three constructivist discourse-oriented methods (i.e., Institutional Speech Event Analysis, The Four-World Method and Grounded Theory) are summarized and the same text is submitted to three independent text analyses. The article shows that a multiple-method design is conducive to the discovery of implicit meanings related to social, experiential and epistemological aspects of classroom interaction.

Classroom interaction; discourse analysis; multiple-method design; positioning; grounded theory