Teacher questioningexploring student interaction and cognitive engagement in Spanish and EMI university lectures

  1. Davinia Sánchez-García 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revue:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Année de publication: 2018

Titre de la publication: Adressing bilingualism in Higher Education: policies and implementation issues

Número: 3

Pages: 103-120

Type: Article

DOI: 10.30827/DIGIBUG.54304 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Résumé

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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