Abstract In order to better understand literacy practices in high poverty L2 contexts, we use a conversation analytic approach to study two forms of chorusing in Grade 3 classrooms in South African township schools: choral reading and choral answering. Based on more than 6 hours of video recorded classroom interaction, we show that choral reading aloud is initiated by explicit and implicit instructions, combined with intonational cues. Choral answering is initiated by yes/no questions, designedly incomplete utterances or known-answer questions, producing short answers. Teacher feedback in both forms is extremely limited. Choral practices risk limited individual student engagement and restrict development of language and cognitive skills. However, we also show that students demonstrate a high awareness of the subtleties of a variety of interactional “rules”. They are occasionally encouraged to produce their own answers and are capable of reading new pieces of text aloud, showing potential learning opportunities through classroom engagement.

中文翻译：

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南非乡镇学校合唱反应互动建构的仔细研究

摘要 为了更好地理解高贫困二语环境下的读写实践，我们使用对话分析方法研究了南非乡镇学校三年级课堂中的两种合唱形式：合唱阅读和合唱回答。基于超过 6 小时录制的课堂互动视频，我们表明合唱朗读是由显性和隐性指令以及语调提示发起的。合唱回答由是/否问题、故意不完整的话语或已知答案的问题发起，产生简短的答案。两种形式的教师反馈都非常有限。合唱练习可能会限制个别学生的参与并限制语言和认知技能的发展。然而，我们还表明，学生对各种互动“规则”的微妙之处表现出高度的认识。他们偶尔会被鼓励做出自己的答案，并能够大声朗读新的文本，通过课堂参与展示潜在的学习机会。