What does the silence mean? Student non participation in classroom discourse – reasons and effects

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F19%3A00107947" target="_blank" >RIV/00216224:14210/19:00107947 - isvavai.cz</a>

Výsledek na webu

—

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

What does the silence mean? Student non participation in classroom discourse – reasons and effects

Popis výsledku v původním jazyce

Student participation in classroom discourse is an important source for their learning. In this contribution, we focus on non-participating students and we strive to explain why they talk rarely in the classroom and what are the consequences of their communicative behavior. We conducted an ethnographic research in four Czech lower secondary classrooms. The data we analyzed comprised six video recordings of language lessons, two interviews with teachers, and four interviews with students in each classroom. Our analysis shows that silence has different consequences for high-achieving and low-achieving students. High-achieving students use silence to gain exclusive opportunities for learning and to construct and maintain the social position of extra capable students. Low-achieving students are excluded from communication, do not gain relevant learning opportunities, and their silence is interpreted as a sign of their incompetence.

Název v anglickém jazyce

What does the silence mean? Student non participation in classroom discourse – reasons and effects

Popis výsledku anglicky

Student participation in classroom discourse is an important source for their learning. In this contribution, we focus on non-participating students and we strive to explain why they talk rarely in the classroom and what are the consequences of their communicative behavior. We conducted an ethnographic research in four Czech lower secondary classrooms. The data we analyzed comprised six video recordings of language lessons, two interviews with teachers, and four interviews with students in each classroom. Our analysis shows that silence has different consequences for high-achieving and low-achieving students. High-achieving students use silence to gain exclusive opportunities for learning and to construct and maintain the social position of extra capable students. Low-achieving students are excluded from communication, do not gain relevant learning opportunities, and their silence is interpreted as a sign of their incompetence.

Druh

O - Ostatní výsledky

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA17-03643S" target="_blank" >GA17-03643S: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů