Strategies Pupils Employ in the search for Answers to Teachers’ Questions
Vol.16,No.1(2011)
How Schools Speak
This paper addresses how pupils at lower secondary schools share in educational communication by means of the rejoinders that pass between them and their teachers in the classroom. First of all the paper employs quantitative indicators to present individual types of rejoinders with reference to the representation of individual types of teacher questions; attention is also paid to issues of cognitive correspondence. This is followed by a qualitative part that refers to mechanisms pupils may employ when replying to teacher questions in the effort to close in on the teacher’s interpretational framework and thus achieve correct answers.
educational communication; IRF structure; pupil rejoinders; cognitive correspondence
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