Examples of sequences of high dialogicity in the Lithuanian dataset‌ Sample Clauses

Examples of sequences of high dialogicity in the Lithuanian dataset‌. A first example of a highly dialogical sequence drawn from the Lithuanian dataset is presented in Table 37. The sequence is composed of 22 turns, all of which by students belonging to the 5-6 years old age group. The sequence took place during the second Keypoint Lesson, Baboon on the Moon. Table 37: Sequence Example 1 from the Lithuanian dataset (5-6 y.o. age group, session ID LT_19_A_KL2). Line Line G S Speech Translation Code 1 774 F S1 Kodėl naktis? Why is it night? 5 2 775 F S3 Nes ji yra nakčių žmogus. Because she's a night person. 2 3 776 F S1 Nakties žmogus ane? A night person, huh? 5 4 777 F S3 Jis negali vaikščioti kai čia būna saulė. Nes jam skauda akis. Taip ir visada nukrenta. He cannot walk around when it's sunny. Because his eyes hurt. Yes, and he always falls. 4 5 778 M S4 Čia tualetą valo. O kur jis čia sėdi? Cleaning the toilet. Where is he sitting here? 5 6 779 F S3 Mėnuly. On the Moon. 2 9 782 F S3 Planeta ir yra pasaulis. A planet is a world. 4 10 783 M S4 Nori į didelį platų pasaulį. He wants to go to a big, wide world. 4 13 786 M S4 Į jo namus į jo namus nori. He wants to go to his house. 4 14 787 F S3 Ne xxxxxx xx tėvai xxxx. Paskendo. Jis xxxx x xxxxx. Xxxx pasiilgsi No, maybe his parents are dead. Drowned. He wants to go to the sails. If you miss 4 15 788 F S1 Galbūt ten namuose xxxx. Nori pamatyt juos namuose. Xxxxx died at the house He wants to see them at the house 4 16 789 M S4 Gal turbūt. Maybe, probably. 3 17 790 F S1 Kodėl taip trumpai? Why so short? 5 18 791 F S3 Kaip liūdna. Jis neturi tėvų. So sad. He has no parents. 2 20 793 F S3 Kaip jis neturi namų. It's about how he has no home. 2 21 794 F S1 Galbūt ten namuose xxxx. Nori pamatyt juos namuose. Xxxxx died at the house He wants to see them at the house 4 22 795 M S4 Gal turbūt. Maybe, probably. 3 This is one of the very few small-group discussions available for this age group, as most teachers opt for whole-class activities. Apart from being one of the few, the above sequence is particularly interesting, also because it shows how students of such a young age can interact with each other respectfully and productively, allowing space for all voices to be heard. Although Reasoning moves are quite few (only one is identified as such, Line 7), the sequence is almost a poetic flow of imaginative ideas brought together to build the puzzle of the Baboon’s loneliness. Through children’s continuous Invitations (Lines 1, 3, 5, 11, 17) and Expansions (Lines 4, 9, 10, 13, 14, 15, 2...
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