Dialogicity and non-verbal communication
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| Year of publication | 2019 |
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| Description | The aim of the lecture was to describe what strategies pupils use to actively participate in teaching communication or to avoid direct participation. There are a large number of studies on why different pupils participate in classes to different degrees, but only rarely do empirical researches that explore different student strategies directly in class. There is thus no empirical evidence of how pupils strive to participate in classroom communication and how they signal their intentions to teachers and classmates in the classroom. The paper is based on ethnographic research in teaching Czech language and literature in the four ninth grades of elementary school. We use both verbal data and non-verbal data from observations and videorecordings to accurately describe studnet agency. The analysis shows that four groups of students use specific techniques to enforce the student agency. Through reporting, shouting, shouting and anticipation, pupils have a fundamental influence on the form of teaching communication. |
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