Let them all talk : equitable participation in classroom
dialogue as a result of an intervention programme

J 2025

Let them all talk : equitable participation in classroom dialogue as a result of an intervention programme

ŠEĎOVÁ, Klára; Martin SEDLÁČEK; Zuzana ŠALAMOUNOVÁ; Tomáš LINTNER; Roman ŠVAŘÍČEK et al.

Základní údaje

Originální název

Let them all talk : equitable participation in classroom dialogue as a result of an intervention programme

Autoři

ŠEĎOVÁ, Klára; Martin SEDLÁČEK ; Zuzana ŠALAMOUNOVÁ; Tomáš LINTNER; Roman ŠVAŘÍČEK; Jakub VLČEK ; Karolína MALÍKOVÁ a Ivo ROZMAHEL

Vydání

Language and Education, Abingdon-on-Thames, ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2025, 0950-0782

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 2.800 v roce 2024

Označené pro přenos do RIV

Ano

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

Classroom dialogue; intervention study; silent students; student participation; teacher professional development

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 17. 2. 2026 07:09, Mgr. et Mgr. Stanislav Hasil, Ph.D.

Anotace

V originále

This study explores the impact of an intervention designed to promote more equitable student participation in classroom dialogue. While dialogue-intensive pedagogies enhance student learning, many students remain silent, limiting their engagement, while others dominate discussions. To address this issue, six teachers participated in a professional development program aimed at promoting balanced participation. The intervention included workshops, collaborative lesson planning, and video-stimulated reflections. A quasi-experimental design was used, comparing six intervention classes with six control classes, with student talk time analyzed in video-recorded lessons before and after the intervention. The results demonstrated a significant increase in student talk time in the intervention classes compared to the control group. The intervention had the strongest effect on previously silent students, who notably increased both brief and extended contributions. Vocal students, while slightly reducing their overall talk time, shifted toward making more extended responses. Additionally, teacher talk moves changed, with an increase in open questions and follow-up prompts directed at silent students, promoting a more inclusive dialogue. The findings suggest that professional development focused on equitable participation can effectively enhance student engagement, reduce disparities in verbal participation, and foster more balanced and inclusive classroom interactions, ultimately contributing to more equitable learning outcomes.

Návaznosti

GA21-16021S, projekt VaV

Název: Kolektivita v dialogickém vyučování: Intervenční studie (Akronym: CoDiTe)

Investor: Grantová agentura ČR, Kolektivita v dialogickém vyučování: intervenční studie

LX22NPO5101, projekt VaV

Název: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik (Akronym: SYRI)

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik, 5.1 EXCELES

Přiložené soubory

Let_them_all_talk_equitable_participation_in_classroom_dialogue_as_a_result_of_an_intervention_programme.pdf

Citovat

ŠEĎOVÁ, Klára; Martin SEDLÁČEK; Zuzana ŠALAMOUNOVÁ; Tomáš LINTNER; Roman ŠVAŘÍČEK; Jakub VLČEK; Karolína MALÍKOVÁ a Ivo ROZMAHEL. Let them all talk : equitable participation in classroom dialogue as a result of an intervention programme. Language and Education. Abingdon-on-Thames: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2025, roč. 39, č. 6, s. 1471-1489. ISSN 0950-0782. Dostupné z: https://doi.org/10.1080/09500782.2025.2454637.

@article{2483265,
   author = {Šeďová, Klára and Sedláček, Martin and Šalamounová, Zuzana and Lintner, Tomáš and Švaříček, Roman and Vlček, Jakub and Malíková, Karolína and Rozmahel, Ivo},
   article_location = {Abingdon-on-Thames},
   article_number = {6},
   doi = {https://doi.org/10.1080/09500782.2025.2454637},
   keywords = {Classroom dialogue; intervention study; silent students; student participation; teacher professional development},
   language = {eng},
   issn = {0950-0782},
   journal = {Language and Education},
   title = {Let them all talk : equitable participation in classroom dialogue as a result of an intervention programme},
   url = {https://doi.org/10.1080/09500782.2025.2454637},
   volume = {39},
   year = {2025}
}

TY  - JOUR
ID  - 2483265
AU  - Šeďová, Klára - Sedláček, Martin - Šalamounová, Zuzana - Lintner, Tomáš - Švaříček, Roman - Vlček, Jakub - Malíková, Karolína - Rozmahel, Ivo
PY  - 2025
TI  - Let them all talk : equitable participation in classroom dialogue as a result of an intervention programme
JF  - Language and Education
VL  - 39
IS  - 6
SP  - 1471-1489
EP  - 1471-1489
PB  - ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
SN  - 09500782
KW  - Classroom dialogue
KW  - intervention study
KW  - silent students
KW  - student participation
KW  - teacher professional development
UR  - https://doi.org/10.1080/09500782.2025.2454637
N2  - This study explores the impact of an intervention designed to promote more equitable student participation in classroom dialogue. While dialogue-intensive pedagogies enhance student learning, many students remain silent, limiting their engagement, while others dominate discussions. To address this issue, six teachers participated in a professional development program aimed at promoting balanced participation. The intervention included workshops, collaborative lesson planning, and video-stimulated reflections. A quasi-experimental design was used, comparing six intervention classes with six control classes, with student talk time analyzed in video-recorded lessons before and after the intervention. The results demonstrated a significant increase in student talk time in the intervention classes compared to the control group. The intervention had the strongest effect on previously silent students, who notably increased both brief and extended contributions. Vocal students, while slightly reducing their overall talk time, shifted toward making more extended responses. Additionally, teacher talk moves changed, with an increase in open questions and follow-up prompts directed at silent students, promoting a more inclusive dialogue. The findings suggest that professional development focused on equitable participation can effectively enhance student engagement, reduce disparities in verbal participation, and foster more balanced and inclusive classroom interactions, ultimately contributing to more equitable learning outcomes.
ER  -

ŠEĎOVÁ, Klára; Martin SEDLÁČEK; Zuzana ŠALAMOUNOVÁ; Tomáš LINTNER; Roman ŠVAŘÍČEK; Jakub VLČEK; Karolína MALÍKOVÁ a Ivo ROZMAHEL. Let them all talk : equitable participation in classroom dialogue as a result of an intervention programme. \textit{Language and Education}. Abingdon-on-Thames: ROUTLEDGE JOURNALS, TAYLOR \&{} FRANCIS LTD, 2025, roč.~39, č.~6, s.~1471-1489. ISSN~0950-0782. Dostupné z: https://doi.org/10.1080/09500782.2025.2454637.

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