Mluvit, či nemluvit? Participace na výukové komunikaci očima vokálních a tichých žáků a jejich učitelek
To Speak, or Not to Speak? How Vocal and Silent Students and their Teachers See Participation in Classroom Discourse

Summary/Abstract: This study is based on the well-known fact that different students in the same classroom participate differently in classroom discourse. Some students are vocal, often and willingly raise their voice, whereas others remain silent. Although many studies are dealing with student participation patterns, the inner perspective of students and their point of view are explored very rarely. We conducted an ethnographic inquiry in language arts lessons in four ninth grade classes. We took video recordings of lessons as well as interviews with students and their teachers. In this study, we analyse interview data with the aim to understand classroom discourse participation patterns and to identify meanings of these patterns as perceived by students and their teachers. We focus on differences between vocal and silent students as well as differences between high-achieving and low-achieving students. Our analysis shows that student participation behaviour is linked to learning opportunities that students gain. Also, student participation behaviour has a noticeable impact on how competent and intelligent appear to themselves and their teachers. Concerning this, silent low-achieving students are heavily disadvantaged.

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