Pub Date : 2024-03-11DOI: 10.1080/19463014.2024.2321343
Agurtzane Azkarai, Asier Calzada
Collaborative writing (CW) tasks require heightened Engagement with Language (EWL), as their learning potential has been shown to be mediated by the number of language-related episodes (LREs) or le...
{"title":"A multi-faceted view of engagement with language: a study with young EFL learners working on a collaborative writing task","authors":"Agurtzane Azkarai, Asier Calzada","doi":"10.1080/19463014.2024.2321343","DOIUrl":"https://doi.org/10.1080/19463014.2024.2321343","url":null,"abstract":"Collaborative writing (CW) tasks require heightened Engagement with Language (EWL), as their learning potential has been shown to be mediated by the number of language-related episodes (LREs) or le...","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"16 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140098185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-23DOI: 10.1080/19463014.2024.2315022
Cèlia Pratginestós, Dolors Masats
The study of participation from a socio-interactional perspective relates to the exploration of the interactional practices displayed by interactants and the close examination of the multimodal res...
从社会互动角度对参与的研究，涉及对互动者所表现出的互动实践的探索，以及对多模态资源的仔细研究。
{"title":"Exploring language alternation and participation in an ‘in-between learning scenario’: a case study of a WhatsApp chat with secondary students of English","authors":"Cèlia Pratginestós, Dolors Masats","doi":"10.1080/19463014.2024.2315022","DOIUrl":"https://doi.org/10.1080/19463014.2024.2315022","url":null,"abstract":"The study of participation from a socio-interactional perspective relates to the exploration of the interactional practices displayed by interactants and the close examination of the multimodal res...","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"33 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-20DOI: 10.1080/19463014.2024.2305446
Simin Ren, Paul Seedhouse
We present doing language testing sequences; L2 learners decide for themselves to test themselves or each other explicitly on new linguistic items, outside the official task cycle with no professio...
{"title":"Doing language testing: learner-initiated side sequences in a technology-mediated language learning environment","authors":"Simin Ren, Paul Seedhouse","doi":"10.1080/19463014.2024.2305446","DOIUrl":"https://doi.org/10.1080/19463014.2024.2305446","url":null,"abstract":"We present doing language testing sequences; L2 learners decide for themselves to test themselves or each other explicitly on new linguistic items, outside the official task cycle with no professio...","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"3 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139928395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-06DOI: 10.1080/19463014.2024.2305729
Nimet Çopur, Adam Brandt
The interactional roles of smile and laughter have been widely explored in both institutional settings and mundane talk (e.g. Holt 2016; Potter and Hepburn 2010). However, the role of one specific ...
{"title":"Teacher’s squeezed-mouth smile as a practice for managing affiliation in L2 classrooms","authors":"Nimet Çopur, Adam Brandt","doi":"10.1080/19463014.2024.2305729","DOIUrl":"https://doi.org/10.1080/19463014.2024.2305729","url":null,"abstract":"The interactional roles of smile and laughter have been widely explored in both institutional settings and mundane talk (e.g. Holt 2016; Potter and Hepburn 2010). However, the role of one specific ...","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"12 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139760933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-12DOI: 10.1080/19463014.2023.2292361
Minttu Vänttinen, Leila Kääntä
This study investigates the multimodal construction of blame attributions in peer interaction during digital tasks in English as a Foreign Language classrooms. Drawing on multimodal conversation an...
{"title":"Multimodal blame attributions in technology-supported peer interaction","authors":"Minttu Vänttinen, Leila Kääntä","doi":"10.1080/19463014.2023.2292361","DOIUrl":"https://doi.org/10.1080/19463014.2023.2292361","url":null,"abstract":"This study investigates the multimodal construction of blame attributions in peer interaction during digital tasks in English as a Foreign Language classrooms. Drawing on multimodal conversation an...","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"292 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139462469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1080/19463014.2023.2259020
Tuire Oittinen
This paper investigates the accomplishment of highlighting in multiparty video-mediated learning activities. The focus is on moments of screen sharing and the verbal, embodied, and digital resources participants deploy to draw joint attention to a referent on screen. Drawing on screen recorded data (90 h) from an adult education setting (i.e. online crisis management course) and using multimodal conversation analysis (CA), the paper illustrates that highlighting consists of carefully coordinated conduct, including the mobilisation of the cursor and the selection of parts of text in concert with talk and bodily-visual practices. The analysis shows highlighting as a referential and collaborative practice used: 1) to establish and maintain co-participants’ attention to specific topics and items (e.g. words) during multi-unit turns, and 2) to initiate negotiations of written content. The study contributes to a better understanding of screens and digital objects as collaborative and structuring resources and of how they can be meaningfully deployed in task-based online teaching and learning.
{"title":"Highlighting as a referential and collaborative practice in multiparty video-mediated learning activities","authors":"Tuire Oittinen","doi":"10.1080/19463014.2023.2259020","DOIUrl":"https://doi.org/10.1080/19463014.2023.2259020","url":null,"abstract":"This paper investigates the accomplishment of highlighting in multiparty video-mediated learning activities. The focus is on moments of screen sharing and the verbal, embodied, and digital resources participants deploy to draw joint attention to a referent on screen. Drawing on screen recorded data (90 h) from an adult education setting (i.e. online crisis management course) and using multimodal conversation analysis (CA), the paper illustrates that highlighting consists of carefully coordinated conduct, including the mobilisation of the cursor and the selection of parts of text in concert with talk and bodily-visual practices. The analysis shows highlighting as a referential and collaborative practice used: 1) to establish and maintain co-participants’ attention to specific topics and items (e.g. words) during multi-unit turns, and 2) to initiate negotiations of written content. The study contributes to a better understanding of screens and digital objects as collaborative and structuring resources and of how they can be meaningfully deployed in task-based online teaching and learning.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-15DOI: 10.1080/19463014.2023.2260505
Lea Eldstål-Ahrens, Malin Nilsen, Niklas Pramling
In this study, we analyse a 9-year-old child’s argumentative participation in a group discussion, from a microgenetic development angle. Specifically, we follow one child through the discussion and analyse the development process, defined as changed participation and as interactionally contingent upon the other participants and the teacher. The data consist of one video recording of the group discussion including two dilemmatic tasks for which the children are asked to come to a joint solution. A sequential analysis was performed from a sociocultural perspective on learning and communication. The findings show that the focus child’s argumentative participation develops both quantitatively and qualitatively, and that this development reflects a switch between general agreement amongst the children in the first task and general disagreement in the second task. This disagreement angle is discussed both from an argumentation and an education perspective. Two of the focus child’s argumentative resources (an imaginary space she creates and the use of the concept “data protection”) are discussed in detail.
{"title":"Microgenetic development of a primary school child’s argumentative participation in a small-group discussion","authors":"Lea Eldstål-Ahrens, Malin Nilsen, Niklas Pramling","doi":"10.1080/19463014.2023.2260505","DOIUrl":"https://doi.org/10.1080/19463014.2023.2260505","url":null,"abstract":"In this study, we analyse a 9-year-old child’s argumentative participation in a group discussion, from a microgenetic development angle. Specifically, we follow one child through the discussion and analyse the development process, defined as changed participation and as interactionally contingent upon the other participants and the teacher. The data consist of one video recording of the group discussion including two dilemmatic tasks for which the children are asked to come to a joint solution. A sequential analysis was performed from a sociocultural perspective on learning and communication. The findings show that the focus child’s argumentative participation develops both quantitatively and qualitatively, and that this development reflects a switch between general agreement amongst the children in the first task and general disagreement in the second task. This disagreement angle is discussed both from an argumentation and an education perspective. Two of the focus child’s argumentative resources (an imaginary space she creates and the use of the concept “data protection”) are discussed in detail.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136185811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.1080/19463014.2023.2251612
Götz Schwab
{"title":"Conversation analysis and classroom management: an investigation into L2 teachers’ interrogative reproaches <b>Conversation analysis and classroom management: an investigation into L2 teachers’ interrogative reproaches</b> , by Revert Klattenberg, Berlin and Heidelberg, J.B. Metzler, 2021, xxvi + 513 pp., €106.99 (eBook), ISBN 978-3-662-64681-6; €85.59 (eBook), ISBN 978-3-662-64682-3, https://doi.org/10.1007/978-3-662-64682-3","authors":"Götz Schwab","doi":"10.1080/19463014.2023.2251612","DOIUrl":"https://doi.org/10.1080/19463014.2023.2251612","url":null,"abstract":"","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134959957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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