On the evening of March 11, 2025, Associate Professor Xiao Sihan from the Institute of Curriculum and Instruction at East China Normal University (ECNU) delivered a guest lecture at Peking University’s Faculty of Education. As part of the “Education and Human Development Series,” Xiao shared insights on “Classroom Discourse and Analysis.” The event, moderated by Zheng Lei from Peking University’s Faculty of Education, drew nearly 300 participants, both in-person and online, including Lin Xiaoying and others, fostering a vibrant dialogue on classroom dynamics.

Lecture Highlights

Since the 1970s, the “linguistic turn” in social sciences has brought classroom discourse and interactions into scholarly focus. How do researchers observe and interpret the words and actions of teachers and students? This question lies at the heart of critical inquiries: How do students learn? How should teachers teach? How should classrooms be organized?

Associate Professor Xiao Sihan structured the lecture around “one concept, three cases, and two themes,” beginning with the concept of “sequential organization.” He presented three observational dimensions:

Silence and Noise: A 3-second pause that resonates powerfully.

Hands-On Experimentation: Using one’s own and peers’ bodies as scaffolds for learning.

Transcription as Interference: The act of transcription both conceals and reveals.

These cases transformed the static concept of sequential organization into a dynamic framework, incorporating the “reader” into the sequence. By zooming in on small details to reveal broader insights and vice versa, Xiao’s methodological innovations opened new approaches for classroom discourse research. The cases illuminated opportunities for “theoretical loosening” and “practical loosening,” sparking fresh perspectives.

Xiao also introduced two emerging themes: “Teachers as Analysts” and “The Intricacies of Chinese Classrooms.” He championed teachers, exploring the delicate yet complex threads behind the fabric of classroom interactions. Reflecting on his approach through three lenses—“humility,” “slowness,” and “vulnerability”—Xiao emphasized continuous self-examination and refinement. Quoting the Taoist principle, “reversal is the movement of the Way,” he called for new trends in classroom discourse research and the establishment of a collaborative research community.

Engaging Discussion

Xiao’s erudite yet accessible presentation captivated the audience, weaving empirical rigor with exploratory curiosity, as if navigating a garden of intersecting classroom pathways. His ability to distill complex ideas and probe profound questions left attendees inspired.

Following the lecture, Xiao engaged in spirited discussions with Lin Xiaoying, Zheng Lei, and students, covering topics from Bakhtin to Goodwin, artificial intelligence to structural equation modeling, and academic passion to practical exploration. The conversation, rich with ideas on agency and practice, left participants reluctant to end the evening.

“Southern and Northern scholarship, united in purpose”—Xiao Sihan has adapted, transformed, and innovated Western discourse theories, enriching their application in Chinese contexts. The lecture underscored the power of ongoing dialogue, with echoes that promise to resonate long into the future.