Oral narratives are typically examined through the lens of identity performance. In contrast, in the current study narratives are investigated from a pedagogic angle, focusing on their role in meaning-making processes in the classroom and shedding light on pedagogic affordances and missed opportunities surrounding the narratives. Data are drawn from two different settings: classes of students identified as gifted (grades 5–8, US) and mainstream classes (grades 5–6, Israel). Quantitative analysis reveals different frequencies in the two corpora: $\overline{\mathrm{x}}$=8.06 narratives per hour in the US classes, and $\overline{\mathrm{x}}$=1.4 narratives per hour in the Israeli classes. Microanalysis reveals differences between spontaneously emerging vs. strategically elicited narratives. Whereas the former typically engender a cluster of narratives that are integrated into academic talk, the latter tend to remain within the confines of Initiation-Response-Feedback, as students attempt to align their voices with the authoritative voices of teacher or curriculum, and thus their pedagogic potential remains unrealized.

口头叙述通常是通过身份表现的镜头来检查的。相比之下，在当前的研究中，叙事是从教学角度进行研究的，重点是它们在课堂意义制定过程中的作用，并揭示了围绕叙事的教学可供性和错失的机会。数据来自两种不同的环境：被认定为有天赋的学生班级（美国 5-8 年级）和主流班级（以色列 5-6 年级）。定量分析揭示了两个语料库中的不同频率：$\overline{\mathrm{X}}$=美国班级每小时8.06个叙述，和 $\overline{\mathrm{X}}$= 以色列班级每小时 1.4 个叙述。微观分析揭示了自发出现的叙述与战略引发的叙述之间的差异。前者通常会产生一系列整合到学术谈话中的叙述，而后者往往停留在启动-反应-反馈的范围内，因为学生试图将他们的声音与教师或课程的权威声音保持一致，从而使他们的教学潜力仍未实现。