This article proposes an approach where TQ can be reconfigured to make it more pedagogy-oriented, series-based, and reflection-supplemented. Using EFL intensive reading classroom as a case, the article contextualizes how this approach can be applied to achieve the pedagogy in reading compression, language use, and critical thinking.
This article makes the case for an approach to teacher questioning (TQ) that is pedagogy-oriented (i.e. geared towards a course pedagogy), series-based (i.e. working as a series, with the theme question setting the discussion topic and supporting questions eliciting details), and reflection-supplemented (i.e. self-reported data from the teacher). In this article, this approach is contextualized in a case study of an English Intensive Reading classroom, which describes in detail a university teacher’s practice of TQ in achieving the course pedagogy of meaning comprehension, output practice, and critical thinking. Data are collected from video recording and reflective interviews. Findings show that, in each interactional activity, the theme question represents the teaching pedagogy, shaping both content and direction of interaction. Supporting questions develop the theme question by focusing on a specific area, where readings are intensively and collaboratively enacted through analysis of language items (by comprehension TQs), training of reading skills (by output practice TQs), and critical engagement with texts (by critical thinking TQs). Various TQs are employed, either contingently or as planned, to elaborate on details, to scaffold a deeper understanding, to respond to a prior utterance, and to invite answers. Data from reflective interviews call for more carefully-designed TQs that both be in line with the teaching pedagogy and meticulously considers wording, narrative perspective, and cultural background. All these suggests that TQ works in series in classroom interactions, and the value of TQ should not be simply judged by the length and complexity of learner talk; rather, its pedagogical purpose and the role in the entire question series should be jointly considered.
