Practices of self-selection in the graduate classroom: Extension, redirection, and disjunction
Abstract This study investigates the practices of student self-selection in the graduate-level American classroom. Self-selection is a crucial part of the learning process because it allows for the exchange of students’ and teachers’ views, analyses, and opinions, making these exchanges into a whole-classroom experience. Active students who make oral contributions in class are believed to learn more than those who do not (Weaver & Qi, 2005) and to enhance their critical thinking (Crone, 1997; Garside, 1996). In the graduate classroom, however, student self-selection may be challenging, as the material students tackle tends to be highly technical. Given the importance of student self-selection in this academically demanding context, more analytical attention must be devoted to uncovering the nature of participation. With 20 h of video data collected from graduate classes and analyzed through the lens of conversation analysis (CA), this study identifies three main practices employed by self-selecting speakers: extension by piling , contribution with hand-raising , and participation prefacing . Each occurs with different degrees of ‘fittedness’ to prior talk, in part evidenced in the different levels of mitigation use by the self-selectors. The findings of this study contribute to the small body of classroom discourse studies in the graduate classroom and provide a first step towards understanding how self-selections may be strategically managed or promoted.