Classroom discussions represent a common learning activity for students in schools. The prevailing discourse has focused on how to encourage as many students as possible to participate actively in classroom discussions with the assumption that only vocal students are engaged learners. The present essay critically challenges this position by drawing attention to how silent students may be similarly, if not more, engaged emotionally and cognitively than vocal students in classroom discussions. It uses the conceptual apparatus of the integrated perspective of student engagement to hypothesize a typology of six student learning patterns in discussions, namely, Silent-Acting, Silent-Feeling, Silent-Cognizing, Vocal-Acting, Vocal-Feeling, and Vocal-Cognizing. The typology is derived from examining interactions between the three dimensions of student engagement (behavioural, emotional, and cognitive engagement) and two types of student participation in classroom discussions (vocal versus silent participation). Implications for building a more inclusive classroom learning environment and suggestions for future research are discussed.

中文翻译：

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超越口头参与：课堂讨论中学生参与的类型

课堂讨论代表了学校学生的共同学习活动。流行的论述集中在如何鼓励尽可能多的学生积极参与课堂讨论，并假设只有声乐学生才是参与的学习者。本文通过提请注意沉默的学生在课堂讨论中与有声的学生在情感和认知上的参与程度相似，甚至更多，从而批判性地挑战了这一立场。它使用学生参与的综合视角的概念装置来假设讨论中的六种学生学习模式的类型学，即沉默-表演、沉默-感觉、沉默-认知、声乐-表演、声乐-感觉和声乐-认知. 类型学源自检查学生参与的三个维度（行为、情感和认知参与）与课堂讨论中的两种学生参与类型（口头参与与沉默参与）之间的相互作用。讨论了构建更具包容性的课堂学习环境的意义以及对未来研究的建议。