Cold-calling has been proposed as an effective engagement strategy to enhance student participation in whole-class discussions. However, calling on students who did not volunteer can also be understood as a face-threat. The ways in which teachers accomplish cold-calling could prove critical as to how cold-calling is received. The linguistic,…

This article explores how opportunities and limitations in creating intercontextualtiy between everyday and scientific ideas emerge in teacher-student interactions, with a particular focus on the teacher's role. The article draws on data from an empirical, longitudinal, study in a lower secondary school in Norway to analyze student-teacher…

The view of language from a social semiotic perspective is clear. Language is one of many semiotic resources we employ in our communicative practices. That is to say that while language is at times dominant, it always operates within a multimodal frame and furthermore, at times modes other than language are dominant. The 2014 National Curriculum…

This paper primarily investigates the interactional unfolding and management of "claims of insufficient knowledge" (Beach and Metzger 1997) in two English language classrooms from a multi-modal, conversation-analytic perspective. The analyses draw on a close, micro-analytic account of sequential organisation of talk as well as on various…

Classroom discourse is evaluated for the contribution it can make to students' learning in groups. Data recorded from primary age children working at computers are categorized as exploratory, cumulative, and disputational talk. The teacher's role in making explicit strategies that optimize exploratory talk is discussed. (Contains 31 references.)…

Discusses interviews of third- and sixth-grade students and their teachers regarding their perceptions of what makes a student a successful responder in classroom interaction. Findings reveal that students designated by their teachers as "effective responders" could articulate behavioral and content features of effect response, whereas…

Examines Language development in mainstream education through analysis of the language demands made on bilingual pupils by tasks and interactions in subject classrooms and the responses pupils make to these demands. Argues that the samples analyzed demonstrate the potentially crucial role of contextual factors in the English language development…