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This study investigates the role of teacher talk moves in cultivating a mathematical modeling classroom community. From the models and modeling perspective, it explores how specific teacher talk moves promote student participation in modeling phases and the exchange of ideas with other students. Through a four-week after-school program involving eight secondary students, data were collected from small-group and whole-class discussions. The findings reveal that teacher talk moves can be categorized into three core types: eliciting students’ ideas, introducing key terms and ideas used in mathematical modeling, and encouraging students to take a position during discussions. These moves are shown to influence classroom discussion norms and facilitate the ways that students interact and reason with the mathematical modeling tasks. While the findings suggest that teacher talk moves can contribute to fostering a reflective learning environment where students collaboratively construct, analyze, and refine mathematical models, further research is needed to better understand the extent of their impact and how similar learning opportunities might arise through alternative instructional strategies. Future research should explore how these teacher moves can be implemented across different classroom contexts and extended periods to enhance modeling-based learning.

This paper draws on Bakhtin’s ethico-ontological vision of dialogue to theorize “relational becoming” on a micro-level. To do so, it introduces three “ethical dimensions of dialogue” (responsibility, responsiveness, and capacitation) and develops the interrelated concepts of addressability and presencing as analytical lenses. Drawing on transcript data from a series of high school and college students’ discussions about controversial political issues, the analysis examines how interlocutors made themselves addressable, addressed each other, and were “presenced” in dialogue. It also discusses the ethico-ontological potential of these interactions, identifying a problematic tendency among interlocutors to not “show up” in verbal discourse in a variety of ways, including, in particular, reliance on abstractions.

Equity in mathematics classroom discourse is a pressing concern, but analyzing issues of equity using observational tools remains a challenge. In this article, the authors propose equity analytics as a quantitative approach to analyzing aspects of equity and inequity in classrooms. They introduce a classroom observation tool that focuses on relatively low-inference dimensions of classroom discourse, which are cross-tabulated with demographic markers (e.g., gender, race) to identify patterns of more and less equitable participation within and across lessons.

Over the past 20 years, a broad and diverse research literature has emerged to address how students learn to argue through dialogue in educational contexts. However, the variety of approaches used to study this phenomenon makes it challenging to find coherence in what may otherwise seem to be disparate fields of study. In this integrative review, we propose looking at how learning to argue (LTA) has been operationalized thus far in educational research, focusing on how different scholars have framed and fostered argumentative dialogue, assessed its gains, and applied it in different learning contexts. In total, 143 studies from the broad literature on educational dialogue and argumentation were analysed, including all educational levels (from primary to university). The following patterns for studying how dialogue fosters LTA emerged: whole-class ‘low structure’ framing with a goal of dialogue, small-group ‘high structure’ framing with varied argumentative goals, and studies with one-to-one dialectic framing with a goal of persuasive deliberation. The affordances and limitations of these different instructional approaches to LTA research and practice are discussed. We conclude with a discussion of complementarity of the approaches that emerged from our analysis in terms of the pedagogical methods and conditions that promote productive and/or constructive classroom interactions.

This article reports on a multiple case study that investigated the dynamic and situated nature of learners' willingness to communicate (WTC) in second language (L2) classrooms. Framed within a sociocognitive perspective on L2 learning which draws together social, environmental, and individual factors, this study traced WTC among six learners of English as a second language enrolled in an English for academic purposes programme in New Zealand for 5 months. Data were collected through classroom observations, stimulated-recall interviews, and reflective journals. Analysis of the data suggests that the classroom WTC construct is best described as a dynamic situational variable rather than a trait disposition. This article argues that situational WTC in class results from the interdependence among individual characteristics, classroom environmental conditions, and linguistic factors. These three strands of factors interdependently exert either facilitative or inhibitive effects on an individual student's WTC in class at any point in time. The effect of the combinations of factors differs between individuals, and the interrelationship is too complex to be predicted.

This study examined willingness to communicate (WTC) in English among Iranian EFL learners in the classroom context. For this purpose, a second language willingness to communicate (L2WTC) model based on WTC theory (MacIntyre, Clément, Dörnyei, & Noels, 1998) and empirical studies was proposed and tested using structural equation modeling (SEM). This model examined the interrelationships among WTC in English, communication confidence, motivation, classroom environment, attitudes toward learning English, and English language achievement. A total of 243 English-major university students in Iran completed a questionnaire. The proposed SEM model adequately fitted the data. Results of the SEM indicated that classroom environment was the strongest direct predictor of L2WTC; communication confidence directly affected WTC; motivation indirectly affected WTC through communication confidence; English language proficiency indirectly affected WTC through communication confidence; and the classroom environment directly affected attitudes, motivation, and communication confidence.

Students often struggle to comprehend complex text. In response, we conducted an initial, year-long study of Quality Talk, a teacher-facilitated, small-group discussion approach designed to enhance students' basic and high-level comprehension, in two fourth-grade classrooms. Specifically, teachers delivered instructional mini-lessons on discourse elements (e.g., questioning or argumentation) and conducted weekly text-based discussions in their language arts classes. Analysis of the videorecorded discussions showed decreases in teacher-initiated discourse elements, indicating a release of responsibility to students, whereas students' discourse reflected increased critical-analytic thinking (e.g., elaborated explanations or exploratory talk). Importantly, statistically and practically significant increases were evidenced on written measures of students' basic and high-level comprehension, indicating the promise of small-group discourse as a way to foster individual student learning outcomes.

Using structural equation modeling, this study attempted to untangle the underlying mechanisms among student-faculty interaction, classroom engagement, and cognitive skills development by examining the role played by students' academic selfchallenge and sense of belonging on the relationships among the variables. The study utilized data from the 2010 University of California Undergraduate Experience Survey and a sample of 5169 senior students across 10 campuses. This study found that student-faculty interaction is related to greater levels of classroom engagement, which in turn facilitates students' cognitive skills development and that students' academic self-challenge and sense of belonging mediate the relationship between faculty interaction and classroom engagement. Thus, the findings suggest that the pathways from student-faculty interaction to a desired college outcome seem more complex than those hypothesized in traditional college impact theories or models. The study discusses the theoretical and practical implications of the findings.

What is the appropriate unit of analysis for the study of classroom discourse? One common analytic strategy employs individual discourse moves, which are coded, counted and used as indicators of the quality of classroom talk. In this article we question this practice, arguing that discourse moves are positioned within sequences that critically shape their meaning and effect. We illustrate this theoretical claim through exploration of a corpus of over 7000 discourse moves in primary literacy lessons. First, we use conventional measures such as the proportion of open and closed questions, and show how these indicators can be misleading when abstracted from the sequences in which they are embedded. We propose a complementary method, lag sequential analysis, which examines how discourse is sequentially structured—i.e. which discourse moves are followed by which other moves, and which chains of moves occur more frequently than expected by chance. We illustrate this method through re-analysis of our corpus of literacy lessons, examining differences between the sequential patterns found in the different classrooms observed. While lag sequential analysis does not resolve all problems inherent in systematic observation of classroom discourse, it does shed light on critical patterns in the data-set that would have otherwise gone unnoticed.

Adolescents’ political socialization is crucial for their future political participation. Little research has examined this relationship and the importance of citizenship self-efficacy in an Asian context. This study focused on the effectiveness of Korean adolescents’ political socialization and self-efficacy on their expected electoral participation. Data from Korean 8th graders participating in the 2016 International Civic and Citizenship Education Study were examined (N = 2601; Mage = 14.02; 46% female). Political socialization included open classroom discussion, active learning strategies, and formal citizenship education. The result showed that citizenship self-efficacy is the most important predictor for Korean adolescents’ future engagement, but open classroom discussion is not significant. It indicates that citizenship education needs to consider countries’ social and cultural contexts.