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Article published In: Journal of Immersion and Content-Based Language Education
Vol. 8:1 (2020) ► pp.28–52

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Mapping lecturer questions and their pedagogical goals in Spanish- and English-medium instruction

 | Universidad Complutense de Madrid
Published online: 31 March 2020
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https://doi.org/10.1075/jicb.18016.san
Abstract
This article explores the relationship between teacher questioning practices and pedagogical objectives in Spanish- and English-medium lectures. The results obtained from the analysis of 16 lectures delivered by the same two university teachers both in Spanish and English reveal that the use of questions could be exploited more effectively for pedagogical purposes. Consequently, this paper tries to raise teachers’ awareness of the role of questions upon their teaching and their students’ learning process.
Resumen
Este artículo explora la relación entre las preguntas de los profesores y los objetivos pedagógicos en las clases de contenido en inglés. Los resultados obtenidos del análisis de 16 clases impartidas por los dos profesores universitarios, tanto en español como en inglés, revelan que el uso de las preguntas se podría utilizar más eficazmente con fines pedagógicos. En consecuencia, este estudio intenta sensibilizar a los profesores sobre el papel de las preguntas en su enseñanza y en el proceso de aprendizaje de sus alumnos.
Article outline
  • 1.Introduction
  • 2.Theoretical framework
    • 2.1Teaching and learning as an interactive process
    • 2.2Questions as a lens to study classroom interaction and learning
    • 2.3Interweaving classroom discourse and pedagogical goals
  • 3.Research study and methodology
    • 3.1Context and research questions
    • 3.2Design and participants
    • 3.3Data collection, analysis and taxonomies
  • 4.Results: Questions and pedagogical goals in university lectures
    • 4.1Managerial mode
    • 4.2Materials mode
    • 4.3Skills and System mode
    • 4.4Classroom Context mode
  • 5.Discussion
  • 6.Concluding remarks and pedagogical implications
  • Acknowledgements
  • Notes
  • References
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