Syftet med fallstudien är att bidra med didaktisk förståelse för relationerna mellan skrivande och andra former av kommunikation, liksom för sådana faktorer som möjliggör och/eller hindrar yngre elevers gemensamma textskapande i klassrummet. Forskningsfrågorna berör hur dialogiskt parskrivande tar form, när tre elevpar planerar och parskriver en berättelse samt hur de stödstrukturer som erbjuds fungerar för dessa elever. Elevernas samtal om texterna och textkonstruktionerna förstås i studien som beroende av de sammanhang med lärare, elever och aktiviteter i vilka de uppstår. Resultatet visar att berättelseskrivande är en komplex och mödosam process för de unga eleverna. Komplexiteten består i att hantera skrivandet utifrån att beskriva ett händelseförlopp och att samtidigt förhålla sig till sådant som att ljuda och skriva/konstruera en mening, verbalt och på digital skrivplatta. Resultatet belyser att elevernas dialoger innebär ett verbaliserande av textskapandet. Under parskrivandet synliggörs skrivprocessen såväl som berättelseskrivandets kreativa möjligheter. Elevdialogerna visar att eleverna förhandlar om – vad de ska skriva om, och hur detta ska konstrueras/transformeras skriftligt. I förhandlingarna strävar eleverna efter ömsesidighet i beslutsfattandet. Eleverna använder förutom samtal även andra semiotiska resurser, såsom sång och simultant tal, vilket visar på engagemang i textskapandet. Eleverna visar också engagemang genom att fantisera om och agera ut berättelsen muntligt på sätt som liknar barns lek, vilket leder till att den verbala berättelsen blir större än den skriftliga. Övergripande visade sig parskrivandet, inramat av lärarens instruktioner och intervenerande i skrivaktiviteterna, stötta elevernas berättelseskrivande. Eleverna stöttade varandra med sådant som att generera idéer, komma ihåg idéer, behandla berättelsens övergripande struktur samt ljudande, stavning och meningsbyggnad. Elevdialogerna visade även exempel på spänningar och motstånd och då i samtalen om innehåll och textkonstruktioner. Den slutsats som kan dras av detta är att lärare behöver ställa frågor som kan ge dem ledtrådar till hur spänningarna mellan eleverna har uppstått, för att få guidning i hur elevernas samtal och skrivande kan stöttas. / This case study examines eight-year-old students’ talk about storytelling within a Swedish primary school classroom and the subsequent meaning-making that they engage in. The study aims to establish a pedagogical understanding of the relationships between writing and other forms of communication and identify enabling and/or hindering factors in writing classes that include younger students. The research questions interrogate how dialogic co-writing develops when three students plan and co-write a story. Furthermore, the study address how the offered scaffolding functioned for these students. In terms of theory, the study draws on New Literacy Studies and dialogical learning. Students’ talk about text and text constructions are taken as situated within a social practice that is constituted by the context of teachers, students, and the enacted activities. The study is informed by action research which, among other things, entails that the lessons that were observed for this study were planned in collaboration with two teachers and the teacher-researcher. The empirical data consists of video recordings, audio recordings, photographs, and field notes. The writing activities were analyzed using qualitative content analysis, primarily with reference to transcriptions of the students’ dialogues which concerned the students’ planning and writing on digital writing pads. The results of this study reveal that story writing is a complex and demanding process for young students. The complexity consists of dealing with the act of writing in terms of describing the plot whilst simultaneously relating language sounds to letters and constructing sentences. Also, results show, that the students’ dialogues implied a verbalization of the students’ text-making. During the co-writing activity, the writing process and the creative possibilities of story writing were made visible. Furthermore, the students’ dialogues demonstrate that their collaboration was carried out through negotiations concerning What? and How? they might write and how the results of these negotiations should be transformed into text. During these negotiations, the students strove to achieve a sense of reciprocity with regards to their decisions. While negotiating, the students also used semiotic resources in addition to talk, including singing and simultaneous speech, thus revealing writing engagement. The students also showed engagement by fantasising and acting the story out verbally similar to children’s play. Consequently, this made the verbal story wider than the written one. Overall, when framed by the teacher’s instruction and intervention during the writing activities, the paired writing activities lent support to the students’ story writing. Moreover, the students supported each other in contexts where they were tasked to generate ideas, remember ideas, develop the story's overall structure, and address issues related to phonics, spelling, and sentence construction. The students’ dialogues also contained examples of tension and resistance in their interactions that dealt with the story content and text construction. One conclusion is that teachers should ask questions that can provide them with clues to the basis for the tensions and thereby guide the teacher in how to scaffold their student’s interaction and writing.

Les développements issus de la recherche en gestion du dialogue homme-machine portent essentiellement sur le dialogue utilitaire et délaissent le dialogue à caractère ludique ou récréatif. Une description détaillée du contexte et la reconnaissance des buts ne suffisent pas à appréhender les enjeux de ce type de dialogue. La thèse vise à démontrer qu'un système s'appuyant sur une reconnaissance robuste et fine des actes de dialogue et des intentions associée à une prise en compte de l'altérité, de l'éthique et des émotions peut faire émerger une personnalité dialogique à même d'interagir de façon crédible avec un humain et de reproduire certaines performances dans le contexte d'un dialogue de séduction. L'objectif ne consiste pas à faire en sorte que le système puisse être confondu avec un humain comme cela est le cas dans les tests d'intelligence mais plutôt faire en sorte que le système puisse être dirigé par l'intérêt de la conversation. A cette fin, les recherches portent sur la définition de la relation d'altérité JE-TU appliquée au dialogue par l'intermédiaire de la théorie des jeux notamment à travers les concepts de définition de soi, d'éthique de la discussion et de modèles d'émotions. Plusieurs pistes sont explorées dans le but de réunir un corpus d'étude, notamment des prototypes de jeux collaboratifs. Au final, le modèle de personnage est développé sur la base d'un corpus de scripts de cinéma. Ce modèle repose sur une nouvelle taxonomie de phénomènes de dialogue incluant des actes perlocutoires et une approche différente de la connaissance permettant d'inclure l'éthique et le lien d'altérité en son sein. Les stratégies qui régissent le dialogue sont alors décrites de manière beaucoup plus précise. Une scène extraite d'un film servant de cadre applicatif aux expérimentations permet de valider l'architecture du système de dialogue. / Most of the developments issued from the research in man computer dialogue management are mainly focused on functional dialogue and put aside entertainment dialogue. A sharper context description and goals recognition remains quite limited to fully grasp the stakes of type of dialogue. The thesis aims to demonstrate that a system based on a thin and robust recognition of dialogue acts and intentions linked to a consideration for the concept of relation of otherness, ethics and emotions could leads to the emergence of a dialogic personality. Such a system would be able to interact with a human being in a credible way and reproduce some of its achievements in the context of a seduction dialogue. Unlike the common approach developed for intelligence tests, the purpose is not to mimic a human, but to manage the dialogue based on the notion of interest. To achieve this goal, researches deal with the relation of otherness applied to dialogue within game theory and especially through the concepts of Self-definition, Discourse Ethics and Emotions Modeling. The corpora collection process follows many ways including collaborative games. At the end, the character model is developed using a movie script corpora on the basis of a new dialogue phenomena taxonomy including perlocutionary acts and a new approach of knowledge that incorporate ethics and the relation of otherness. It leads to a thinner description of dialogue strategies. A scene extracted from a movie aims to validate the final architecture as an experimental framework.