Let them all talk: equitable participation in classroom dialogue as a result of an intervention programme
| Autoři | |
|---|---|
| Rok publikování | 2025 |
| Druh | Článek v odborném periodiku |
| Časopis / Zdroj | Language and Education |
| Fakulta / Pracoviště MU | |
| Citace | ŠEĎOVÁ, Klára, Martin SEDLÁČEK, Zuzana ŠALAMOUNOVÁ, Tomáš LINTNER, Roman ŠVAŘÍČEK, Jakub VLČEK, Karolína MALÍKOVÁ a Ivo ROZMAHEL. Let them all talk: equitable participation in classroom dialogue as a result of an intervention programme. Language and Education. ENGLAND: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2025, roč. 2025, č. 1, s. 1-19. ISSN 0950-0782. Dostupné z: https://dx.doi.org/10.1080/09500782.2025.2454637. |
| www | https://doi.org/10.1080/09500782.2025.2454637 |
| Doi | http://dx.doi.org/10.1080/09500782.2025.2454637 |
| Klíčová slova | Classroom dialogue; intervention study; silent students; student participation; teacher professional development |
| Popis | This study explores the impact of an intervention designed to promote more equitable student participation in classroom dialogue. While dialogue-intensive pedagogies enhance student learning, many students remain silent, limiting their engagement, while others dominate discussions. To address this issue, six teachers participated in a professional development program aimed at promoting balanced participation. The intervention included workshops, collaborative lesson planning, and video-stimulated reflections. A quasi-experimental design was used, comparing six intervention classes with six control classes, with student talk time analyzed in video-recorded lessons before and after the intervention. The results demonstrated a significant increase in student talk time in the intervention classes compared to the control group. The intervention had the strongest effect on previously silent students, who notably increased both brief and extended contributions. Vocal students, while slightly reducing their overall talk time, shifted toward making more extended responses. Additionally, teacher talk moves changed, with an increase in open questions and follow-up prompts directed at silent students, promoting a more inclusive dialogue. The findings suggest that professional development focused on equitable participation can effectively enhance student engagement, reduce disparities in verbal participation, and foster more balanced and inclusive classroom interactions, ultimately contributing to more equitable learning outcomes. |
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