Conversation in the classroom

Abstract

Linguists have found that certain dynamics of conversation are consistent across languages worldwide, and these dynamics can affect the classroom discussions that teachers use to assess student understanding and make instructional decisions. Carrie Holmberg and Jamaal Muwwakkil discuss how conversational pauses, for example, might lead questioners to infer meaning that isn’t overtly expressed. Yes/no questions tend to elicit quick yes responses, while no answers and expressions of uncertainty come more slowly. This means that in whole-class discussions, students who are fast processors or are inclined to answer yes to teacher questions tend to dominate conversations, leaving teachers with less information about students who respond more slowly. The authors urge teachers to think about how these dynamics affect conversations in their classrooms and to use tools and policies that create more equitable discussions.