Pub Date : 2022-04-29DOI: 10.1080/19463014.2022.2046621
A. Rafi, A. Morgan
ABSTRACT This study explored the role of translanguaging pedagogies in navigating bilingual students’ tensions and struggles in an academic writing class of an English medium private university in Bangladesh. Data were collected through classroom observation, a pedagogical intervention, a focus group discussion with six students and a semi-structured interview with the class teacher. The analysis of observation data revealed that the gate-keeping encounters precipitated by the English-only policy affected student engagement and class participation. In contrast, the intervention designed through several translanguaging strategies enhanced students’ metalinguistic, metacognitive and sociolinguistic awareness, developed multicompetence, and facilitated full participation rate in an academic writing task. Irrespective of these benefits, participants expressed mixed reactions toward accepting translanguaging as a regular practice and a policy in writing instruction that might challenge language separation traditions in academic writing, English-only biases, and expressed views about the potential for cross-contamination of Bangla language and linguistic nationalism in Bangladesh.
{"title":"Translanguaging and power in academic writing discourse: the case of a Bangladeshi university","authors":"A. Rafi, A. Morgan","doi":"10.1080/19463014.2022.2046621","DOIUrl":"https://doi.org/10.1080/19463014.2022.2046621","url":null,"abstract":"ABSTRACT This study explored the role of translanguaging pedagogies in navigating bilingual students’ tensions and struggles in an academic writing class of an English medium private university in Bangladesh. Data were collected through classroom observation, a pedagogical intervention, a focus group discussion with six students and a semi-structured interview with the class teacher. The analysis of observation data revealed that the gate-keeping encounters precipitated by the English-only policy affected student engagement and class participation. In contrast, the intervention designed through several translanguaging strategies enhanced students’ metalinguistic, metacognitive and sociolinguistic awareness, developed multicompetence, and facilitated full participation rate in an academic writing task. Irrespective of these benefits, participants expressed mixed reactions toward accepting translanguaging as a regular practice and a policy in writing instruction that might challenge language separation traditions in academic writing, English-only biases, and expressed views about the potential for cross-contamination of Bangla language and linguistic nationalism in Bangladesh.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"115 1","pages":"192 - 214"},"PeriodicalIF":1.4,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74533280","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 : 2022-04-03DOI: 10.1080/19463014.2022.2063547
Teppo Jakonen, M. Dooly, Ufuk Balaman
ABSTRACT The current special issue is dedicated to studies exploring social interaction in second language educational environments that feature technology. In this introduction article, we contextualize the empirical studies included here with respect to the changing role of technology in education and situate them in the research tradition of multimodal and ethnomethodological Conversation Analysis (CA). We also present the individual contributions and briefly discuss how they promote a conceptualization of classrooms as pedagogically meaningful material-technological ecologies for teaching and learning actions rather than a physically delimited space.
{"title":"Interactional practices in technology-rich L2 environments in and beyond the physical borders of the classroom","authors":"Teppo Jakonen, M. Dooly, Ufuk Balaman","doi":"10.1080/19463014.2022.2063547","DOIUrl":"https://doi.org/10.1080/19463014.2022.2063547","url":null,"abstract":"ABSTRACT The current special issue is dedicated to studies exploring social interaction in second language educational environments that feature technology. In this introduction article, we contextualize the empirical studies included here with respect to the changing role of technology in education and situate them in the research tradition of multimodal and ethnomethodological Conversation Analysis (CA). We also present the individual contributions and briefly discuss how they promote a conceptualization of classrooms as pedagogically meaningful material-technological ecologies for teaching and learning actions rather than a physically delimited space.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"4 1","pages":"111 - 118"},"PeriodicalIF":1.4,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87695363","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 : 2022-04-03DOI: 10.1080/19463014.2021.2023597
H. T. Nguyen, Ann Tai Choe, Cristiane Vicentini
ABSTRACT To inform pedagogical decisions about using technology, it is important to understand from the ground up how technology is utilised during language learning activities. This paper takes an ethnomethodological conversation analytic approach to examine a learner’s participation in epistemic management actions and its consequences for second language learning during online search sequences. Data come from a conversation-for-learning between a tutor and a tutee conducted via voice and text chat in Skype. Microanalysis of the online search sequences reveals that the emergence of a teachable/learnable can be spurred by the confluence of interactional practices and computer technology affordances. Further, we show how technological friction can induce rather than constrain language use and practice. Our findings call for more attention to coordinated online searches as a learning activity in its own right.
{"title":"Opportunities for second language learning in online search sequences during a computer-mediated tutoring session","authors":"H. T. Nguyen, Ann Tai Choe, Cristiane Vicentini","doi":"10.1080/19463014.2021.2023597","DOIUrl":"https://doi.org/10.1080/19463014.2021.2023597","url":null,"abstract":"ABSTRACT To inform pedagogical decisions about using technology, it is important to understand from the ground up how technology is utilised during language learning activities. This paper takes an ethnomethodological conversation analytic approach to examine a learner’s participation in epistemic management actions and its consequences for second language learning during online search sequences. Data come from a conversation-for-learning between a tutor and a tutee conducted via voice and text chat in Skype. Microanalysis of the online search sequences reveals that the emergence of a teachable/learnable can be spurred by the confluence of interactional practices and computer technology affordances. Further, we show how technological friction can induce rather than constrain language use and practice. Our findings call for more attention to coordinated online searches as a learning activity in its own right.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"110 1","pages":"145 - 163"},"PeriodicalIF":1.4,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75668301","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 : 2022-04-03DOI: 10.1080/19463014.2021.2023596
M. Dooly, Vincenza Tudini
ABSTRACT This paper takes a multimodal conversation analytic approach to explore knowledge-in-interaction in a technology-mediated online environment (Skype videoconference) during a meeting between eight university students studying to become language teachers. The analysis considers the ways in which the student-teachers demonstrate their knowledge or understanding of telecollaborative project-based language learning while taking part in a telecollaborative exchange themselves. Given the growing predominance of online teaching and learning, it is increasingly relevant to have a deep understanding of the ongoing learner interaction that takes place in these environments, particularly considering that interaction can be understood as a trajectory of knowledge building. The study examines how the student-teachers make use of the different technological features of a videoconferencing platform to manage the assigned task, which is to complete a collaborative exam. These features include camera, shared links, parallel text chats and editing tools. Findings imply that the student-teachers sequentially organise their knowledge synthesis and co-construction of pedagogical understanding through technologically-supported mutually coordinated interaction. Although the analysis is contextually bound, the task-focused interaction that is highlighted is relevant to higher education teachers in a variety of contexts, apart from teacher education.
{"title":"‘We should google that’: the dynamics of knowledge-in-interaction in an online student meeting","authors":"M. Dooly, Vincenza Tudini","doi":"10.1080/19463014.2021.2023596","DOIUrl":"https://doi.org/10.1080/19463014.2021.2023596","url":null,"abstract":"ABSTRACT This paper takes a multimodal conversation analytic approach to explore knowledge-in-interaction in a technology-mediated online environment (Skype videoconference) during a meeting between eight university students studying to become language teachers. The analysis considers the ways in which the student-teachers demonstrate their knowledge or understanding of telecollaborative project-based language learning while taking part in a telecollaborative exchange themselves. Given the growing predominance of online teaching and learning, it is increasingly relevant to have a deep understanding of the ongoing learner interaction that takes place in these environments, particularly considering that interaction can be understood as a trajectory of knowledge building. The study examines how the student-teachers make use of the different technological features of a videoconferencing platform to manage the assigned task, which is to complete a collaborative exam. These features include camera, shared links, parallel text chats and editing tools. Findings imply that the student-teachers sequentially organise their knowledge synthesis and co-construction of pedagogical understanding through technologically-supported mutually coordinated interaction. Although the analysis is contextually bound, the task-focused interaction that is highlighted is relevant to higher education teachers in a variety of contexts, apart from teacher education.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"1 1","pages":"188 - 211"},"PeriodicalIF":1.4,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90165531","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 : 2022-04-03DOI: 10.1080/19463014.2022.2071959
S. Thorne, J. Hellermann
ABSTRACT This coda describes various affordances and constraints associated with technology-rich language teaching and learning. It begins with a discussion of articles in this special issue of Classroom Discourse and then expands to engage with broader dynamics associated with uses of digital tools in language education. In particular, we address research issues relating to technology-rich activity such as the complexity of multimodal transcription and analysis when mapping multiple semiotic fields, potential challenges presented by polyfocality, the implications of response latency on the sequential organisation of talk, the historically and experientially formed cultures-of-use of digital communication tools as they may inform patterns and expectations of behaviour, and the potentially active role of various technologies as co-constitutive of the morphologies of action of teachers and learners in technology-rich settings.
{"title":"Coda: the interactional affordances and constraints of technology-rich teaching and learning environments","authors":"S. Thorne, J. Hellermann","doi":"10.1080/19463014.2022.2071959","DOIUrl":"https://doi.org/10.1080/19463014.2022.2071959","url":null,"abstract":"ABSTRACT This coda describes various affordances and constraints associated with technology-rich language teaching and learning. It begins with a discussion of articles in this special issue of Classroom Discourse and then expands to engage with broader dynamics associated with uses of digital tools in language education. In particular, we address research issues relating to technology-rich activity such as the complexity of multimodal transcription and analysis when mapping multiple semiotic fields, potential challenges presented by polyfocality, the implications of response latency on the sequential organisation of talk, the historically and experientially formed cultures-of-use of digital communication tools as they may inform patterns and expectations of behaviour, and the potentially active role of various technologies as co-constitutive of the morphologies of action of teachers and learners in technology-rich settings.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"11 1","pages":"231 - 239"},"PeriodicalIF":1.4,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87835512","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 : 2022-03-15DOI: 10.1080/19463014.2021.2025119
N. Musk
ABSTRACT This study applies multimodal conversation analysis to examine how pupils of L2 English in Sweden make use of online translation tools (OTTs), i.e. bilingual dictionaries and Google Translate, in a range of digital collaborative writing tasks. The collection of sequences where pupils use OTTs comes from 31 hours of video-recorded data from four Swedish upper-secondary schools. In contrast to previous research on OTTs, this multimodal micro-analytic study examines the process of using OTTs and links it to the written product, by analysing actions on the screen accompanied by embodied pupil interaction. Thus the analyses track: (1) how and when pupils deploy OTTs, (2) whether the tools help them to resolve lexical gaps and other lexical issues and (3) what problems arise in the process. The study also discusses what help can be offered to overcome the encountered difficulties of using OTTs.
{"title":"Using online translation tools in computer-assisted collaborative EFL writing","authors":"N. Musk","doi":"10.1080/19463014.2021.2025119","DOIUrl":"https://doi.org/10.1080/19463014.2021.2025119","url":null,"abstract":"ABSTRACT This study applies multimodal conversation analysis to examine how pupils of L2 English in Sweden make use of online translation tools (OTTs), i.e. bilingual dictionaries and Google Translate, in a range of digital collaborative writing tasks. The collection of sequences where pupils use OTTs comes from 31 hours of video-recorded data from four Swedish upper-secondary schools. In contrast to previous research on OTTs, this multimodal micro-analytic study examines the process of using OTTs and links it to the written product, by analysing actions on the screen accompanied by embodied pupil interaction. Thus the analyses track: (1) how and when pupils deploy OTTs, (2) whether the tools help them to resolve lexical gaps and other lexical issues and (3) what problems arise in the process. The study also discusses what help can be offered to overcome the encountered difficulties of using OTTs.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"52 1","pages":"119 - 144"},"PeriodicalIF":1.4,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79395305","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 : 2022-02-24DOI: 10.1080/19463014.2021.2023598
R. Walldén
ABSTRACT This article concerns the relationship between general literacy skills and engagement with subject-specific content in classroom practice. The aim is to contribute knowledge about how enactment of reading strategies impacts classroom discussions about science texts. For 10 weeks, the researcher conducted observations and audio recordings of strategy-focused text discussions in Grade 4 physics and biology. The strategies employed were as follows: text knowledge, looking at text features and using prior knowledge. The analysis of the transcribed recordings and relevant parts of the textbook material was informed by Bernstein’s sociology of education and a social semiotic view of disciplinary literacy practices. The result shows that reading strategies were foregrounded in discussions about texts in ways which created and upheld boundaries to related content, activities and texts. Notably, the teacher and the students discussed single pages of science textbook material without considering how meaning conveyed by images and writing relates to other pages by, for example, bringing technical knowledge closer to everyday experience or by condensing meanings in a technical way. The study shows the potential of adhering to the information flow between given and new on textbook spreads to understand shifts between concrete and technical meaning.
{"title":"Focusing on content or strategies? Enactment of reading strategies in discussions about science texts","authors":"R. Walldén","doi":"10.1080/19463014.2021.2023598","DOIUrl":"https://doi.org/10.1080/19463014.2021.2023598","url":null,"abstract":"ABSTRACT This article concerns the relationship between general literacy skills and engagement with subject-specific content in classroom practice. The aim is to contribute knowledge about how enactment of reading strategies impacts classroom discussions about science texts. For 10 weeks, the researcher conducted observations and audio recordings of strategy-focused text discussions in Grade 4 physics and biology. The strategies employed were as follows: text knowledge, looking at text features and using prior knowledge. The analysis of the transcribed recordings and relevant parts of the textbook material was informed by Bernstein’s sociology of education and a social semiotic view of disciplinary literacy practices. The result shows that reading strategies were foregrounded in discussions about texts in ways which created and upheld boundaries to related content, activities and texts. Notably, the teacher and the students discussed single pages of science textbook material without considering how meaning conveyed by images and writing relates to other pages by, for example, bringing technical knowledge closer to everyday experience or by condensing meanings in a technical way. The study shows the potential of adhering to the information flow between given and new on textbook spreads to understand shifts between concrete and technical meaning.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"310 1","pages":"407 - 424"},"PeriodicalIF":1.4,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91309525","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 : 2022-02-09DOI: 10.1080/19463014.2021.2020144
Fatma Badem-Korkmaz, Semih Ekin, Ufuk Balaman
ABSTRACT In pre-service language teacher education contexts, it is challenging to provide hands-on training on task design for technology-mediated settings. This study presents insights from language teacher education activities that aim to tackle this challenge with a multi-step approach consisting of (1) pre-service teachers’ collaborative task design conversations in groups, (2) whole-class feedback sessions, (3) implementation of the tasks by actual L2 learners via video-mediated interaction, and (4) pre-service teachers’ reflective practices based on the recordings of video-mediated task implementations. We present two cases across these multi-step activities by closely examining the teacher training classroom interactions using Conversation Analysis and also by drawing on the written task design sheets and reflections on video-mediated interactions. More specifically, we document the central role that pre-service teachers’ resistance to teacher trainer advice plays in displaying and defending their knowledge about the technological and pedagogical aspects of their task design. We conclude that resistance practices create multiple teacher learning opportunities and maximise space for pre-service teachers’ displays of knowledge about task design for video-mediated L2 interactions.
{"title":"Pre-service language teachers’ resistance to teacher trainer advice on task design for video-mediated L2 interaction","authors":"Fatma Badem-Korkmaz, Semih Ekin, Ufuk Balaman","doi":"10.1080/19463014.2021.2020144","DOIUrl":"https://doi.org/10.1080/19463014.2021.2020144","url":null,"abstract":"ABSTRACT In pre-service language teacher education contexts, it is challenging to provide hands-on training on task design for technology-mediated settings. This study presents insights from language teacher education activities that aim to tackle this challenge with a multi-step approach consisting of (1) pre-service teachers’ collaborative task design conversations in groups, (2) whole-class feedback sessions, (3) implementation of the tasks by actual L2 learners via video-mediated interaction, and (4) pre-service teachers’ reflective practices based on the recordings of video-mediated task implementations. We present two cases across these multi-step activities by closely examining the teacher training classroom interactions using Conversation Analysis and also by drawing on the written task design sheets and reflections on video-mediated interactions. More specifically, we document the central role that pre-service teachers’ resistance to teacher trainer advice plays in displaying and defending their knowledge about the technological and pedagogical aspects of their task design. We conclude that resistance practices create multiple teacher learning opportunities and maximise space for pre-service teachers’ displays of knowledge about task design for video-mediated L2 interactions.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"88 1","pages":"212 - 230"},"PeriodicalIF":1.4,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81198416","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 : 2022-02-09DOI: 10.1080/19463014.2022.2032780
Carmen Konzett-Firth
This book provides an in-depth, systematic investigation of student participation in the classroom. It studies the phenomenon from several different angles, taking into account students’ displayed identities, their willingness – or not – to take part in the joint construction of the class, the norms and expectations teachers and learners in classrooms orient to, and the ways in which these are reflexively and jointly brought about. The methodology to investigate these phenomena is Conversation Analysis – a highly appropriate choice considering that participation in classrooms is intricately linked with social interaction. The author’s point of departure is a very central student problem, namely that there might be ‘misalignment’ between what teachers understand by ‘participation’ and what students take it to mean. In her analysis, however, Jacknick moves away from the lay category of ‘participation’ as it is used in pedagogical contexts as a common (albeit, scarcely defined) criterion for evaluation and presents a complex model of multimodal participation and engagement based exclusively on her empirical data. She analyses teaching and being taught as processes that are enacted and co-constructed in classroom interaction. Her aim is to further our understanding of how student participation in classrooms works through a detailed examination of its multimodal complexity. The book starts with one of the most enjoyable introductions to an academic book I have read for a long time. To my great surprise, I suddenly found myself in the middle of a Harry Potter movie! The author very entertainingly analyses an extract of one of the films, complete with close-ups of the film’s characters. She uses this analysis to show how misalignments between teacher expectations and student perspectives in terms of participation lead to categorisations of students as ‘good’ or ‘bad’ within the first few moments of a class.
{"title":"Multimodal Participation and Engagement. Social Interaction in the Classroom","authors":"Carmen Konzett-Firth","doi":"10.1080/19463014.2022.2032780","DOIUrl":"https://doi.org/10.1080/19463014.2022.2032780","url":null,"abstract":"This book provides an in-depth, systematic investigation of student participation in the classroom. It studies the phenomenon from several different angles, taking into account students’ displayed identities, their willingness – or not – to take part in the joint construction of the class, the norms and expectations teachers and learners in classrooms orient to, and the ways in which these are reflexively and jointly brought about. The methodology to investigate these phenomena is Conversation Analysis – a highly appropriate choice considering that participation in classrooms is intricately linked with social interaction. The author’s point of departure is a very central student problem, namely that there might be ‘misalignment’ between what teachers understand by ‘participation’ and what students take it to mean. In her analysis, however, Jacknick moves away from the lay category of ‘participation’ as it is used in pedagogical contexts as a common (albeit, scarcely defined) criterion for evaluation and presents a complex model of multimodal participation and engagement based exclusively on her empirical data. She analyses teaching and being taught as processes that are enacted and co-constructed in classroom interaction. Her aim is to further our understanding of how student participation in classrooms works through a detailed examination of its multimodal complexity. The book starts with one of the most enjoyable introductions to an academic book I have read for a long time. To my great surprise, I suddenly found myself in the middle of a Harry Potter movie! The author very entertainingly analyses an extract of one of the films, complete with close-ups of the film’s characters. She uses this analysis to show how misalignments between teacher expectations and student perspectives in terms of participation lead to categorisations of students as ‘good’ or ‘bad’ within the first few moments of a class.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"40 1","pages":"425 - 428"},"PeriodicalIF":1.4,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83578460","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 : 2022-02-03DOI: 10.1080/19463014.2021.2024444
Fredrik Rusk, Matilda Ståhl
ABSTRACT This study investigates the video game play of a multiplayer first-person shooter, Counter-Strike: Global Offensive, as part of an esports programme at a vocational school. The game environment is multilingual, and the focal participants are all Finnish-Swedish bilinguals who are proficient in English. The study focuses on the action of providing callouts, which are coordinated English words that refer to specific in-game locations and, when provided, point to opponents’ locations. The aim is to investigate how participants employ callouts as part of their in-game interaction and teamplay, and what they orient to as ‘callout competence’. With a greater understanding of the social organisation of the multilingual game environment and actions, such as callouts, we can better understand the affordances for collaborative and multilingual learning that games can provide for education. Callout competence appears to align with skills and knowledge that may be transferrable into the educational setting; that is, the components that are part of callout competence require collaborative skills and multilingual competence. These skills are part of what makes the teamwork work, as well as an inherent part of activities in an esports education programme that has broadened the classroom to encompass esports game play outside of the classrooms.
{"title":"Coordinating teamplay using named locations in a multilingual game environment - Playing esports in an educational context","authors":"Fredrik Rusk, Matilda Ståhl","doi":"10.1080/19463014.2021.2024444","DOIUrl":"https://doi.org/10.1080/19463014.2021.2024444","url":null,"abstract":"ABSTRACT This study investigates the video game play of a multiplayer first-person shooter, Counter-Strike: Global Offensive, as part of an esports programme at a vocational school. The game environment is multilingual, and the focal participants are all Finnish-Swedish bilinguals who are proficient in English. The study focuses on the action of providing callouts, which are coordinated English words that refer to specific in-game locations and, when provided, point to opponents’ locations. The aim is to investigate how participants employ callouts as part of their in-game interaction and teamplay, and what they orient to as ‘callout competence’. With a greater understanding of the social organisation of the multilingual game environment and actions, such as callouts, we can better understand the affordances for collaborative and multilingual learning that games can provide for education. Callout competence appears to align with skills and knowledge that may be transferrable into the educational setting; that is, the components that are part of callout competence require collaborative skills and multilingual competence. These skills are part of what makes the teamwork work, as well as an inherent part of activities in an esports education programme that has broadened the classroom to encompass esports game play outside of the classrooms.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"68 1","pages":"164 - 187"},"PeriodicalIF":1.4,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90656471","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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