ABSTRACT
Quoting text is a core convention of school literary pedagogy during shared novel reading. This chapter examines heteroglot teacher exposition more closely, examining the pedagogic affordance of spoken quotation by teachers as they guide study of novels in junior and senior classrooms. The chapter presents analysis at two levels, first of a single extended turn of heteroglot teacher exposition in secondary school, then of plenary interaction in a primary classroom to demonstrate how texts enter talk through quotation, as text-as-quotation, noting the impact of that entry on the development of conversation. These enquiries revolve around two questions:
a. a) How does the voice of a study text enter interaction through spoken quotation? b. b) How do speakers and listeners orient to spoken quotations? What does analysis of spoken quotation suggest about their pedagogic function?
This chapter proposes a transcription method for representing this defining feature of classroom interaction in the discipline of literary study called Quotation in Talk and Exposition analysis (QuoTE analysis). The approach enables analysis how teachers position themselves and learners relative to the text according to literary-specialist pedagogic goals.
