Questioning in Classrooms: A Sociolinguistic Perspective

William S. Carlsen

Research output: Contribution to journalArticle

117 Citations (Scopus)

Abstract

This article reviews research on classroom questioning. Analysis focuses on three characteristics of questions: context, content, and responses and reactions by speakers. Studies originating in the process-product and sociolinguistic paradigms are discussed separately, but findings from both research traditions are interpreted from a sociolinguistic perspective. The review argues that research on questioning must acknowledge that the meaning of questions is dependent on their context in discourse, that the content of questions cannot be ignored, and that questions may reflect and sustain status differences in the classroom. Research on questioning has generally failed to recognize that classroom questions are not simply teacher behaviors but mutual constructions of teachers and students.

Original languageEnglish (US)
Pages (from-to)157-178
Number of pages22
JournalReview of Educational Research
Volume61
Issue number2
DOIs
StatePublished - Jun 1991

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sociolinguistics
classroom
teachers' behavior
paradigm
discourse
teacher
student

All Science Journal Classification (ASJC) codes

  • Education

Cite this

Carlsen, William S. / Questioning in Classrooms : A Sociolinguistic Perspective. In: Review of Educational Research. 1991 ; Vol. 61, No. 2. pp. 157-178.
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Questioning in Classrooms : A Sociolinguistic Perspective. / Carlsen, William S.

In: Review of Educational Research, Vol. 61, No. 2, 06.1991, p. 157-178.

Research output: Contribution to journalArticle

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