HETEROGLOSS CONTRACT ENGAGEMENT IN THE APPRAISAL SYSTEM AND SCAFFOLDING IN KNOWLEDGE CONSTRUCTION
Keywords:
Appraisal System, Heterogloss Contract Engagement, Scaffolding, Knowledge ConstructionAbstract
This study investigates heterogloss contract engagement features in classroom interactions with three objectives: to identify their forms and distributions, to analyze their role in teachers’ scaffolding of students’ knowledge construction, and to examine the dialogic roles of teachers and students in positioning themselves toward alternative meanings. This study is significant as no prior research has examined contract engagement through the appraisal system and scaffolding theories. A qualitative case study was conducted with one teacher and 25 students at a bilingual elementary school in West Bandung, Indonesia. Data from classroom observations and video recordings were transcribed and analyzed using the Engagement domain of the Appraisal System. The findings show, first, that teachers employed more contractive features than students, with both groups frequently using proclaim-pronounce and disclaim-deny. Second, teachers’ contract engagement served as scaffolding strategies, particularly through rhetorical and leading questions that guided students’ knowledge construction. Third, teachers and students displayed distinct dialogic roles: teachers acted as epistemic facilitators, while students, though less frequent, engaged actively through affirm, counter, and concede in negotiating alternative meanings. This study highlights contract engagement as a key linguistic mechanism in supporting dialogic knowledge construction.
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