Jak na výukové komunikaci participují slabí žáci
|Title in English
|How low-achieving students participate in classroom talk
|Year of publication
|Appeared in Conference without Proceedings
|MU Faculty or unit
|There is consensus about the existence of an elaborated theory which describes the interconnection between language and thinking. In this perspective, classroom talk is seen as an instrument for acceleration of learning. There are empirical studies which document the existence of correlation between students´ participation in classroom discourse and their academic achievement. Bearing these findings in mind, it follows that low-achieving students participate in classroom discourse only rarely. Nevertheless, our data shows that low-achieving students are a heterogenous group from the perspective of their participation. In each class, we were able to observe silent low-achieving students who participated only sporadically and only once they were called upon to do so by their teacher. Even when their teachers tried to engage them, they remained silent. Yet, we could also observe situations of long productive participations which involved vocal low-achieving students. Such participation often took place outside the common communication schemes (and it also frequently included mistakes). Nonetheless, not even the possibility of making a mistake deterred low-achieving vocal students from participation as their goal was to be heard and not necessarily to be correct. It is interesting to note that utterances voiced by such students often included reasoning and argumentation, which is surprising given the context of their academic achievement.