This article explores how specific discursive strategies in dialogic communication contribute to students’ meaning-making. These strategies create meaning potential that teachers can exploit by combining different participation structures. As part of a design-based study introducing a dialogic approach to teaching and learning with the aid of technology, the article draws on empirical data comprising classroom video observations analysed using interaction analysis. The findings show how interruptions, interthinking and synthesising can constitute central discursive strategies in students’ meaning-making and how the meaning-making potential of these moves can be exploited when technology is used to transmit contributions from group to whole-class dialogues. The analysed teaching method allows teachers to build on students’ voices to reach valid knowledge using dialogic approaches.

本文探讨了对话交流中的特定话语策略如何有助于学生的意义建构。这些策略创造了教师可以通过结合不同的参与结构来开发的意义潜力。作为一项基于设计的研究的一部分，该研究引入了一种借助技术进行教学和学习的对话方法，本文借鉴了经验数据，其中包括使用交互分析进行分析的课堂视频观察。研究结果表明，中断、互动和综合如何构成学生意义建构的中心话语策略，以及当使用技术将贡献从小组对话传递到全班对话时，如何利用这些动作的意义建构潜力。