Abstract
M.Ed. (Psychology of Education)
“ALICE WAS BEGINNING to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, ‘and what is the use of a book,’ thought Alice, ‘without pictures or conversations?’” (Carrol, 1865: 3).
This study is concerned with the journey of talk in conversation, or contrariwise conversation analysis (CA) of learning the metaphor in the study of a poem in a first additional Afrikaans classroom, particularly looking at the ways students and teachers use different kinds of talk patterns and words to achieve the learning and how they construct meaning and garner an in-depth understanding or relatedness of the poem on an emotional level. The data under discussion here would bring together the post-colonial educational setting where learners are required to analyse a poem, not in their native tongue, and prove an understanding thereof through the methodological setting of interactional learning. The transcripts and analysis emerged from a case study that emerged from a qualitative case study that sought how learners and the educator interact within the process of an Afrikaans poetry lesson, aiming to deal with an emotional connection and relatedness with the poem at hand. This study seeks to, take the reader through the looking glass and immerse you in the wonderland of conversation.