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Article published In:
Journal of Immersion and Content-Based Language Education
Vol. 8:1 (2020) ► pp.28–52

Mapping lecturer questions and their pedagogical goals in Spanish- and English-medium instruction

| Universidad Complutense de Madrid

This article explores the relationship between teacher questioning practices and pedagogical objectives in Spanish- and English-medium lectures. The results obtained from the analysis of 16 lectures delivered by the same two university teachers both in Spanish and English reveal that the use of questions could be exploited more effectively for pedagogical purposes. Consequently, this paper tries to raise teachers’ awareness of the role of questions upon their teaching and their students’ learning process.

Keywords: questions, EMI, classroom discourse, pedagogical goals, teacher education
Article outline
  • 1.Introduction
  • 2.Theoretical framework
    • 2.1Teaching and learning as an interactive process
    • 2.2Questions as a lens to study classroom interaction and learning
    • 2.3Interweaving classroom discourse and pedagogical goals
  • 3.Research study and methodology
    • 3.1Context and research questions
    • 3.2Design and participants
    • 3.3Data collection, analysis and taxonomies
  • 4.Results: Questions and pedagogical goals in university lectures
    • 4.1Managerial mode
    • 4.2Materials mode
    • 4.3Skills and System mode
    • 4.4Classroom Context mode
  • 5.Discussion
  • 6.Concluding remarks and pedagogical implications
  • Acknowledgements
  • Notes
  • References
Published online: 31 March 2020
DOI logo
https://doi.org/10.1075/jicb.18016.san
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