The social practice of silence in intercultural classrooms at a UK university

Wang, S., Moskal, M. and Schweisfurth, M. (2022) The social practice of silence in intercultural classrooms at a UK university. Compare: A Journal of Comparative and International Education, 52(4), pp. 600-617. (doi: 10.1080/03057925.2020.1798215)

Abstract

The paper offers an examination of the dynamics between silence, agency and power for students and instructors in intercultural classrooms at a UK university. Silent students are often stereotyped as passive learners or incompetent in critical thinking, lacking interest or having insufficient understanding. Despite the devaluation of silence, research reveals its significant role in pedagogy and its foundations in culture. The paper explores second language (L2) postgraduate international students’ classroom experiences and voices behind the silence in comparison with their peers’ and instructors’ perceptions and interpretations of students’ lack of vocal participation. Challenging talk as the privileged form of classroom communication mode, we argue for a better understanding of L2 international students’ participation and call for recognition of the pedagogical merits of silence and legitimate some forms of it as a pattern of participation.

• Item Type: Articles
• Additional Information: This work was supported by the China Scholarship Council.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Wang, Sihui and Schweisfurth, Professor Michele and Moskal, Dr Marta

Creator Roles

Wang, S.: Conceptualization, Formal analysis, Investigation, Writing – original draft
Moskal, M.: Conceptualization, Supervision, Writing – review and editing
Schweisfurth, M.: Supervision, Writing – review and editing

• Authors: Wang, S., Moskal, M., and Schweisfurth, M.
• Subjects: H Social Sciences > H Social Sciences (General); H Social Sciences > HM Sociology; L Education > LB Theory and practice of education; L Education > LB Theory and practice of education > LB2300 Higher Education
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy; College of Social Sciences > School of Education > Educational Leadership & Policy
• Journal Name: Compare: A Journal of Comparative and International Education
• Publisher: Taylor & Francis
• ISSN: 0305-7925
• ISSN (Online): 1469-3623
• Published Online: 27 July 2020
• Copyright Holders: Copyright © 2020 British Association for International and Comparative Education
• First Published: First published in Compare: A Journal of Comparative and International Education 52(4): 600-1617
• Publisher Policy: Reproduced in accordance with the publisher copyright policy