Table 2 Categories and codes implemented for analysing the classroom discourse focused on questioning
From: Building science through questions in Content and Language Integrated Learning (CLIL) classrooms
Components | Categories | Codes |
|---|---|---|
Teacher questions | LOT (low order thinking) questions | Recall questions (who remembers?) |
Recognizing and describing | ||
Guess what teacher thinks (or GWTT) | ||
Prior knowledge questions (what do you know already?) | ||
HOT (high order thinking) questions | Why? How? | |
LQ (language-related questions) | Parlance questions (what is it called?) | |
Checking lexical understanding (what does it mean?) | ||
Questioning strategies | Contingent questioning: | |
Extending (what else?) | ||
Probing (why so?) | ||
Constructive challenge (are you sure?) | ||
Giving clues and cues | ||
Wait time | ||
Rephrasing | ||
Switching to students’ mother tongue | ||
Students’ answers | Cognitive level of engagement | Declarative knowledge (knowing what) |
Schematic knowledge (knowing why) | ||
Strategic knowledge (knowing where, when, how) | ||
Students’ oral production | One-word answer (or short expression) | |
Extended response |