<![CDATA[Background: Classroom silence in Indonesia is often interpreted as passivity, although participation may also be realised through deferential, collaborative, embodied, and multimodal practices whose meanings depend on interactional recognition. Objective: This study examines how participation opportunities, politeness, authority, and semiotic resources organise classroom voice within Indonesian classroom materials. Method: This study employs a qualitative multimodal interaction design using eight classroom videos, nine scholarly or analytical sources, and five policy documents, analysed through participation-opportunity sequencing, politeness–authority coding, and multimodal voice profiling. Results: Task-mediated collaborative opportunities constituted the dominant participation architecture, followed by teacher-allocated verbal opportunities and ritual or embodied pathways. Temporarily distributed student authority appeared more frequently than teacher-retained or peer-shared authority, although such redistribution remained bounded by teacher-defined tasks and evaluative control. Recognised classroom voice emerged through speaking, presentation, role-play, interviewing, ritual leadership, movement, and object-mediated activity, while multilingual alternation could not be established from available evidence. Implication: Equitable participation requires attention not only to how often learners speak, but also to who receives access, whose contributions are ratified, and which silences remain unresolved or institutionally produced. Novelty: This study reconceptualises the silent learner through a sequential, relational, and multimodal framework that links participation opportunity, politeness, epistemic authority, and recognition.]]>
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