ABSTRACT

Background

This study is concerned with the ways that patterns of student participation in classroom talk are constructed, focusing on silent students who participate in whole-class conversation to a limited extent.

Methods

We conducted an ethnographic survey in two ninth-grade classes. We made video recordings of the lessons and interviewed the students and teachers. We observed eight focal silent students—four high-achieving and four low-achieving.

Findings

Participation patterns of high-achieving and low-achieving silent students diverge. High-achieving silent students are often called on by the teacher, and they give extended answers to difficult questions. Low-achieving silent students are called on rarely. High-achieving silent students use silence to consolidate their position as exceptionally capable students; low-achieving silent students use it to consolidate their position as less capable. However, it is possible to engage low-achieving silent students if the teacher notices their momentary spontaneous urge to participate and creates space for their voice in the classroom.

Contribution

The paper focuses on the silent students who are often overlooked in studies on classroom talk. It calls for specific attention paid to low-achieving silent students who are limited in their learning opportunities and thus facing educational disadvantage.

中文翻译：

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沉默的学生及其参与课堂讨论的方式

摘要

背景

本研究关注构建学生参与课堂讨论模式的方式，重点关注在有限程度上参与全班对话的沉默学生。

方法

我们对两个九年级学生进行了民族志调查。我们录制了课程的录像，并采访了学生和老师。我们观察了八名沉默寡言的学生-四名高成就学生和四名低成就学生。

发现

高成就学生和低成就学生的参与模式有所不同。高水平的沉默学生经常被老师要求，他们对棘手的问题提供了扩展的答案。成绩低下的沉默学生很少被要求。高成就的沉默学生利用沉默来巩固自己作为出色学生的地位；成绩欠佳的沉默寡言的学生会利用它来巩固自己的能力不足的地位。但是，如果老师注意到他们一时自发的参与欲望并为他们的声音在教室中创造了空间，则可以让成绩低下的沉默学生参与进来。

贡献

本文重点研究在课堂演讲研究中经常被忽视的沉默学生。它要求特别注意学习成绩有限且因此面临教育劣势的低成就沉默学生。