B. Appendix

preschool children are directly influenced by the way in which educators manage orality. The authors believe that this statement extends the scope of the communication theory of learning

in order to highlight the value of genuine dialog in the learning process.

242 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

1995 UNESCO poster entitled the United Nations Year for Tolerance.

A. Appendix

The transcripts use the following markup conventions: simultaneous utterances are marked by slashes // and long pauses by dashes —————. Emphatic speech is represented by UPPER-CASE. Unclear utterances are indicated by (…). Omitted parts are marked by […]. Additional contextual information appears in italic type. 'Ed.' stands for 'Educator' while children's names are given in full. 'Students' signifies that more than two children are speaking simultaneously. For students whose names are unknown, S1, S2, etc. are used.

Classroom discussion I.

Ed.: Let's see what I've brought you today kids, what's this. Let's put it, where, here.

Let's look at it for a while without talking. ——— So, now, let's talk. I'd like us to.

talk about this poster, what do we see, what's there?

S1: Masks // S2: Circles // S3: Squares

S4: Triangles.

S5: Round things.

S6: Squares and triangles.

Ed: Which ones are round, come and show us.

S6: (shows)

Ed.: Ah! what's this round thing here?

S6: A tongue

Ed.: His little mouth, are the other mouths round too?

S6: No.

Ed. What are the other mouths like, can you show me?

Students: Squares // Triangles

Ed.: Is there anything else round anywhere except the mouth?

S1: Oh! a round nose too.

S2: And one more little nose.

S3: I ———

Ed.: Come up and show us too.

S3: (shows).

Ed.: So, I now want us to think about something, first of all we look at the heads, are all the heads the same?

#### Students: Noooo.

Ed.: Well, what are they?

Students: Triangles // Squares // Circle // Round.

Ed.: These are also not the same, but are they all mouths?

#### S4: Different

Ed.: Little mouths, although different, all of them are little mouths, aren't they? Aren't you all little kids?

Ed.: Kids, dear, REAL kids.

S1: They have the same trousers.

S2: They have the same nose.

Ed.: What do real kids have in common and what don't they?

Oral Communication Skills and Pedagogy http://dx.doi.org/10.5772/intechopen.70831 245

Ed.: What do they have in common and what don't they?

Ed.: How do you feel about Nakis having difficulty

Ed.: How do you feel about Nakis being different?

Ed.: And how do you feel about Nakis being in our class?

Ed.: Good. Why do you feel good about Nakis being in our class?

Ed.: We are all different, nobody is the same as anybody else. How do you feel about each

Ed.: Does it make things hard, does it make us feel good, how, how do we feel?

S1: He doesn't listen to the Misses.

Ed.: Is Nakis different from you?

Stella: I feel, o -----I feel - - - - -.

person, each kid being different from us?

Ed.: How do you feel about.

S2: We scold him 'cause he's naughty.

that little Nakis is different from us and has difficulty in class?

S4: Same mouth.

Ed.: Of course not! Students: - - - - -.

———.

Ed.: No.

Students: - - - - -.

Students: - - - - -.

Students: - - - - - Good.

Students: - - - - -.

Students: - - - - -.

Students: - - - - -.

[…..]

#### Students: Yeah

Ed.: Are you all the same?

#### Students: No

[……].

Ed.: So, kids, we can see that all these little people are different, but they're all little people, aren't they, just like we said kids are different but they're all kids.

Classroom discussion II.

Ed.: What can you see in the poster?

S1: I can see funny faces. S2: I can see funny faces.

S3: I can see funny masks. S5: I can see (…) that are very very funny.

Ed.: Who can tell me how this masks are made? What do these funny faces have or these faces? What do these faces have and how do you think they're made?

S1: With shapes S2: With cardboard S3: With cardboard.

S4: With shape S5: With masks.

Ed.: You've seen these faces, have we all agreed they're faces in the first place?

[…..]

Ed.: What do these three children have in common and what's different about them?

Who wants to speak?

Students: - - - - -.

Ed.: Christina.

Christina: They have different hair.

Ed.: What do they have in common?

Christina: Same shapes.

Ed.: Kids, dear, REAL kids.

S4: Same mouth.

Ed.: What do real kids have in common and what don't they?

———.

Students: Noooo.

S4: Different

little kids?

Students: Yeah

Students: No

[……].

[…..]

Ed.: Are you all the same?

Classroom discussion II.

Ed.: What can you see in the poster?

S4: With shape S5: With masks.

Christina: They have different hair. Ed.: What do they have in common?

Who wants to speak?

Christina: Same shapes.

Students: - - - - -.

Ed.: Christina.

S1: I can see funny faces. S2: I can see funny faces.

Ed.: Well, what are they?

Students: Triangles // Squares // Circle // Round.

Ed.: These are also not the same, but are they all mouths?

244 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

aren't they, just like we said kids are different but they're all kids.

S3: I can see funny masks. S5: I can see (…) that are very very funny.

Ed.: You've seen these faces, have we all agreed they're faces in the first place?

Ed.: What do these three children have in common and what's different about them?

What do these faces have and how do you think they're made?

S1: With shapes S2: With cardboard S3: With cardboard.

Ed.: Little mouths, although different, all of them are little mouths, aren't they? Aren't you all

Ed.: So, kids, we can see that all these little people are different, but they're all little people,

Ed.: Who can tell me how this masks are made? What do these funny faces have or these faces?

S1: They have the same trousers.

Ed.: Of course not!

Students: - - - - -.

Ed.: What do they have in common and what don't they?

S2: They have the same nose.

Ed.: No.

[…..]

Ed.: How do you feel about Nakis having difficulty

that little Nakis is different from us and has difficulty in class?

Students: - - - - -.

Ed.: How do you feel about Nakis being different?

Students: - - - - -.

S1: He doesn't listen to the Misses.

S2: We scold him 'cause he's naughty.

Ed.: And how do you feel about Nakis being in our class?

Students: - - - - - Good.

Ed.: Good. Why do you feel good about Nakis being in our class?

Students: - - - - -.

Ed.: Is Nakis different from you?

Students: - - - - -.

Ed.: How do you feel about.

Stella: I feel, o -----I feel - - - - -.

Ed.: We are all different, nobody is the same as anybody else. How do you feel about each person, each kid being different from us?

Students: - - - - -.

Ed.: Does it make things hard, does it make us feel good, how, how do we feel?

S1: We feel bad. Ed.: Do you feel bad because Nakis is different from you? S1: - - - - -. Ed.: Why's that? S1: Because he annoys us.
