ABSTRACT Teachers’ interactional practices shape children’s displays of knowledge. Teachers often rely on direct interactional devices, such as questions, to call for knowledge displays from children. However, case examples suggest that interactional strategies that downgrade teachers’ expert status, such as ‘I wonder…’ formulations may enhance child agentic participation. From 170 h of video-recorded classroom interactions across nine sites, 81 h were of teachers interacting with children (aged 3.5–5 years). This corpus of interactions was examined to explicate how teachers use ‘I wonder…’ formulations in their interactions with children. Drawing on the analytic resources of ethnomethodology and conversation analysis, we found that this formulation worked to disrupt teachers’ institutionally ascribed expert status and provided children with interactional spaces to display their own knowledge. The ‘I wonder…’ strategy is presented as an interactional tool for teachers to draw upon to (i) elicit children’s displays of knowledge and (ii) follow-up when children have stayed silent or shown hesitancy during earlier talk. Fine-grained investigations of teacher-child talk enable the explication of interactional strategies that enrich communication and learning strategies in classrooms.

中文翻译：

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通过“我想知道……”的表述在师生互动中采取一种不为人知的姿态

摘要老师的互动实践影响着儿童的知识展示。教师经常依靠直接的互动设备（例如问题）来要求儿童展示知识。然而，案例表明，降低教师专业地位的互动策略，例如“我想……”的提法可能会增强儿童特工的参与。在跨越9个地点的170小时的课堂互动视频录制中，有81小时的教师与儿童（年龄在3.5-5岁之间）互动。研究了这种互动的语料库，以阐明教师在与孩子的互动中如何使用“我想...”的表述。利用民族方法论和对话分析的分析资源，我们发现，这种表述方式破坏了教师在制度上归因于专家的地位，并为儿童提供了互动的空间来展示他们自己的知识。“我想知道……”策略是一种互动的工具，教师可以利用它来（i）激发孩子对知识的展示，以及（ii）当孩子在较早的演讲中保持沉默或表现出犹豫时的跟进。对师生谈话的细致调查可以使互动策略得以充分发挥，从而丰富课堂中的交流和学习策略。