In this article, we explore the affordances of a framework informed by systemic functional linguistics for nuanced analysis of both students’ and teachers’ discourse moves in classroom interaction. Drawing on classroom discourse data from a middle school social studies inquiry context, we highlight coding categories from the analytic framework that help us systematically identify how students develop disciplinary knowledge propositions with longer turns of talk, how they engage with others’ points of view in substantive ways that enable co-reasoning, and how the focal teacher contingently adjusts her discursive strategies to facilitate students’ knowledge construction. We discuss how this framework adds to existing analytic constructs and tools for researchers to examine academically productive student discourse while also allowing researchers to characterize how discourse patterns shift to serve varied instructional goals and student needs across learning activities.

在本文中，我们探讨了一个以系统功能语言学为基础的框架的可供性，用于对课堂互动中学生和教师的话语动作进行细致入微的分析。利用中学社会研究探究背景下的课堂话语数据，我们强调了分析框架中的编码类别，帮助我们系统地识别学生如何通过较长的谈话来发展学科知识命题，他们如何在实质性内容中与他人的观点互动。实现共同推理的方式，以及焦点教师如何随机调整其话语策略以促进学生的知识建构。我们讨论该框架如何添加到现有的分析结构和工具中，以便研究人员检查学术上富有成效的学生话语，同时还允许研究人员描述话语模式如何转变以服务于不同的教学目标和学生在学习活动中的需求。