Teacher Questioning: Exploring Student Interaction and Cognitive Engagement in Spanish and EMI University Lectures

What is it about?

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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