Jay, I'm a little confused by the practical implications of
your statement here. Does this mean that it does not matter
whether or not students participate verbally in a classroom
context? That what matters is that we frame our lecture-monologues
in some way that somehow invites silent participation on the
part of the students? If so, how do we define and understand
this silent participation? How do we know whether or not students
are indeed participating?
Robin