Beyond Student Talk: Transforming a Classroom Culture of Participation

• In Event: Transformative Language Routines, Student Authority, and Student Participation

Abstract

In this paper, I discuss a teacher’s shift from equating participation with student talk toward recognizing participation in unanticipated times and spaces. A hermeneutic listening theoretical framework, participatory design research methods, and social semiotics analytical tools helped foster and make sense of transformations in the culture of participation in a third-grade Spanish immersion mathematics classroom toward honoring and becoming inclusive of students’ multiple ways of participating.

Author

• José Martínez Hinestroza, Texas State University