Cooperative learning interaction and construction of activity

Constructionist and conversation analysis perspectives are presented as motivating detailed study of interactive processes in literate activity. Analyses are then presented of the interaction of 4 Spanish—English students while one student generates a story as part of a cooperative learning activity within a curriculum known as CIRC. The third‐grade children under study had recently moved from Spanish to English in their language arts instruction. The analyses locate and describe 4 types of coordinated action by students that permit students to frame and control their own literacy learning. These include: (a) structuring information about a story world, (b) correcting language forms, (c) participating in the production of a story, and (d) extending the story world text so that it is used to analyze beliefs about the world at large. The relevance of constructionist approaches to learning is discussed.