Teacher questioning: exploring student interaction and cognitive engagement in Spanish and EMI university lectures

• Davinia Sánchez-García ^[1]
  1. [1] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 3, 2018 (Ejemplar dedicado a: Adressing bilingualism in Higher Education: policies and implementation issues), págs. 103-120
• Idioma: inglés
• DOI: 10.30827/digibug.54304
• Títulos paralelos:
  • Las preguntas de los profesores: interacción e implicación cognitiva en el alumnado en clases impartidas en L1 y EMI en educación superior
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este estudio informa de los resultados de un análisis contrastivo que explora el uso de las preguntas como recursos lingüísticos del profesor e investiga su potencial para fomentar la interacción y el desarrollo cognitivo de los alumnos. Para ello se analizan 16 clases del Grado de ADE impartidas tanto en español como en inglés. Los resultados reflejan similitudes y diferencias en el uso de las preguntas según la lengua de instrucción y destacan la importancia de concienciar a los profesores del posible impacto de su discurso en el aprendizaje de sus alumnos.

  • English

    This paper reports on the findings of a contrastive study exploring the use of teacher questions to gauge their cognitive demand and potential for triggering interaction between classroom participants. The data consists of a corpus of 16 lectures given in Spanish and English (eight of each) from two subjects in a Business Administration degree. Results show similarities and differences in the use of teacher questions in Spanish and EMI contexts, and highlight the importance of language awareness to help lecturers notice the impact of their discourse on students’ learning.

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