Engaging 'Silent' Students in Classroom Discussions: A Micro-Analytic View on Teachers' Embodied Enactments of Cold-Calling Practices

Autor/inn/en	Morek, Miriam; Heller, Vivien; Kinalzik, Noelle
Titel	Engaging 'Silent' Students in Classroom Discussions: A Micro-Analytic View on Teachers' Embodied Enactments of Cold-Calling Practices
Quelle	In: Language and Education, 37 (2023) 6, S.731-749 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morek, Miriam) ORCID (Heller, Vivien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2022.2155474
Schlagwörter	Classroom Communication; Middle School Students; Foreign Countries; Student Participation; Moral Values; Interaction Process Analysis; Teacher Student Relationship; Learner Engagement; Discourse Analysis; Faculty Development; Classroom Techniques; Germany + Suchen Sie Ihr Suchwort? Klassengespräch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Moral value; Ethischer Wert; Prozessanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Diskursanalyse; Klassenführung; Deutschland
Abstract	Cold-calling has been proposed as an effective engagement strategy to enhance student participation in whole-class discussions. However, calling on students who did not volunteer can also be understood as a face-threat. The ways in which teachers accomplish cold-calling could prove critical as to how cold-calling is received. The linguistic, interactive, and bodily enactment of cold-calling though has not yet been studied. Drawing on multimodal interaction analysis, this paper aims to examine how actual cold-callings are brought about by teachers and students. Based on a collection of 86 instances of cold-calling recorded in two German middle-schools (grade 5) we analyse the linguistic, interactive, and embodied details of teachers' cold-calling. We show how these serve to frame verbal participation in classroom discourse in two fundamentally different ways: either as collaborative thinking or as a moral obligation. These different enactments of cold-calling are also distinctive with respect to how they position the non-participating students (as more or less competent). Students' interactive responses to the cold-calling suggest that the different enactments are not equally successful in engaging students in cognitively and discursively challenging tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01