Pub Date : 2021-07-16DOI: 10.1080/19463014.2021.1936584
M. Khosronejad, M. Ryan, G. Barton, D. Myhill, L. Kervin
ABSTRACT This paper works on the premise that classroom talk conveys meaning about students as writers and asks how classroom talk facilitates the formation of students’ identities as writers. We present findings from an ethnographic investigation of elementary writing lessons across six participant schools in Australia. Our data analysis is informed by two theoretical constructs that of positioning and implied identity. First, we explore different ways that students are positioned as a result of classroom talk and discuss implied identities – what these positions imply about writer identities within a context. Second, using a micro-ethnographic case study approach, we highlight how participants of classroom talk orient to the acts of positioning within a classroom context. The first section of findings revealed how classroom talk positions students as either autonomous, communicative, metareflexive, or fractured writers. Furthermore, findings showed that the observed writing lessons position students as writers who are concerned with form and pay attention to function. In the second section, we share an in-depth investigation of a year six writing lesson to show how different types of positions are negotiated by teacher and students on a temporal basis. We discuss implications for research and practice related to the teaching of writing.
{"title":"Examining how classroom talk shapes students’ identities as reflexive writers in elementary classrooms","authors":"M. Khosronejad, M. Ryan, G. Barton, D. Myhill, L. Kervin","doi":"10.1080/19463014.2021.1936584","DOIUrl":"https://doi.org/10.1080/19463014.2021.1936584","url":null,"abstract":"ABSTRACT This paper works on the premise that classroom talk conveys meaning about students as writers and asks how classroom talk facilitates the formation of students’ identities as writers. We present findings from an ethnographic investigation of elementary writing lessons across six participant schools in Australia. Our data analysis is informed by two theoretical constructs that of positioning and implied identity. First, we explore different ways that students are positioned as a result of classroom talk and discuss implied identities – what these positions imply about writer identities within a context. Second, using a micro-ethnographic case study approach, we highlight how participants of classroom talk orient to the acts of positioning within a classroom context. The first section of findings revealed how classroom talk positions students as either autonomous, communicative, metareflexive, or fractured writers. Furthermore, findings showed that the observed writing lessons position students as writers who are concerned with form and pay attention to function. In the second section, we share an in-depth investigation of a year six writing lesson to show how different types of positions are negotiated by teacher and students on a temporal basis. We discuss implications for research and practice related to the teaching of writing.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"27 1","pages":"64 - 82"},"PeriodicalIF":1.4,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72922833","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 : 2021-07-15DOI: 10.1080/19463014.2021.1920997
K. Walper, D. Reed, Heather Marsden
ABSTRACT Managing student participation is a key interactional and instructional task in any classroom. This is even more relevant in language classrooms, as students need to demonstrate understanding, knowledge and proficiency through the production of lexical, phrasal, clausal or sentential elements. Question-Answer-sequences have been the focus within the Initiation-Response-Feedback pattern; however, another kind of initiation is that of turns with incomplete turn-constructional-units which students need to complete in the next sequential slot. This study explores elicitations designed as incomplete in five secondary EFL classrooms in the South of Chile. Analysis follows a multimodal Conversation Analytic approach. Results show that teachers mobilise turn-completion not only through gaze and gestures to explicitly signal to students that the floor is open, but also to project turn completion and index the relevance of the teaching materials. This study contributes to the understanding of teachers’ practices to manage participation and the progression of the pedagogical project in general, and to previous research on designedly incomplete utterances, in particular.
{"title":"Designedly incomplete elicitations: teachers’ multimodal practices to mobilise student-next action in Chilean secondary EFL classrooms","authors":"K. Walper, D. Reed, Heather Marsden","doi":"10.1080/19463014.2021.1920997","DOIUrl":"https://doi.org/10.1080/19463014.2021.1920997","url":null,"abstract":"ABSTRACT Managing student participation is a key interactional and instructional task in any classroom. This is even more relevant in language classrooms, as students need to demonstrate understanding, knowledge and proficiency through the production of lexical, phrasal, clausal or sentential elements. Question-Answer-sequences have been the focus within the Initiation-Response-Feedback pattern; however, another kind of initiation is that of turns with incomplete turn-constructional-units which students need to complete in the next sequential slot. This study explores elicitations designed as incomplete in five secondary EFL classrooms in the South of Chile. Analysis follows a multimodal Conversation Analytic approach. Results show that teachers mobilise turn-completion not only through gaze and gestures to explicitly signal to students that the floor is open, but also to project turn completion and index the relevance of the teaching materials. This study contributes to the understanding of teachers’ practices to manage participation and the progression of the pedagogical project in general, and to previous research on designedly incomplete utterances, in particular.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"14 1","pages":"24 - 44"},"PeriodicalIF":1.4,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80137297","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 : 2021-06-21DOI: 10.1080/19463014.2021.1923540
P. Seedhouse, M. Satar
ABSTRACT The same L2 speaking performance may be analysed and evaluated in very different ways by different teachers or raters. We present a new, technology-assisted research design which opens up to investigation the trajectories of convergence and divergence between raters. We tracked and recorded what different raters noticed when, whilst grading a speaker’s videoed talk in the IELTS Speaking Test. We devised graphs of the ‘noticing trajectories’ of raters to compare the relative degrees of convergence and divergence between all raters at any point. The possible reasons for convergence/divergence were elicited using stimulated recall interviews. We found that raters’ noticing and rating tended to converge in relation to easily identifiable features such as idioms. However, for some stretches of speaker talk, there was clear divergence in terms of features noticed and rated by raters; in real IELTS tests, a background score-monitoring system deals with divergence. The research design enables delicate depiction of how the process of rater convergence/divergence unfolds over time. Applications are suggested in terms of examiner training, as well as for classroom discourse research and CA data workshops.
{"title":"The Rashomon effect: which features of a speaker’s talk do listeners notice?","authors":"P. Seedhouse, M. Satar","doi":"10.1080/19463014.2021.1923540","DOIUrl":"https://doi.org/10.1080/19463014.2021.1923540","url":null,"abstract":"ABSTRACT The same L2 speaking performance may be analysed and evaluated in very different ways by different teachers or raters. We present a new, technology-assisted research design which opens up to investigation the trajectories of convergence and divergence between raters. We tracked and recorded what different raters noticed when, whilst grading a speaker’s videoed talk in the IELTS Speaking Test. We devised graphs of the ‘noticing trajectories’ of raters to compare the relative degrees of convergence and divergence between all raters at any point. The possible reasons for convergence/divergence were elicited using stimulated recall interviews. We found that raters’ noticing and rating tended to converge in relation to easily identifiable features such as idioms. However, for some stretches of speaker talk, there was clear divergence in terms of features noticed and rated by raters; in real IELTS tests, a background score-monitoring system deals with divergence. The research design enables delicate depiction of how the process of rater convergence/divergence unfolds over time. Applications are suggested in terms of examiner training, as well as for classroom discourse research and CA data workshops.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"46 1","pages":"1 - 23"},"PeriodicalIF":1.4,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85462501","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 : 2021-06-09DOI: 10.1080/19463014.2021.1918194
Mika Ishino
ABSTRACT During teacher-centred classroom interaction, teachers often fail to solicit volunteer turn-takers. Even if students display their unwillingness to take a turn at the moment, teachers sometimes have no choice but to allocate them the turn, to move forward with the ongoing pedagogical activity. In such a moment, there can be a conflict between the students’ autonomy in securing private time and the teacher’s authority in forcing them to participate in the central activity. Paying special attention to such sensitive moments, this study explores how the teacher deals with them. The data for this study came from video recordings of English language classrooms in secondary education settings in Japan. Multimodal conversation analysis revealed that the teachers’ particular embodied practice involves directing the gaze not towards the students but the notebook in their hands prior to turn allocation to a student. The teachers implemented this embodied practice in a sequentially recognisable manner. This practice allowed the teachers to mitigate their act of violating the classroom’s social norm of ‘allocating a turn to a willing speaker’. Based on the findings, this study discusses the classroom teacher’s authority within the context of social relations with the students.
{"title":"Teachers’ embodied mitigation against allocating turns to unwilling students","authors":"Mika Ishino","doi":"10.1080/19463014.2021.1918194","DOIUrl":"https://doi.org/10.1080/19463014.2021.1918194","url":null,"abstract":"ABSTRACT During teacher-centred classroom interaction, teachers often fail to solicit volunteer turn-takers. Even if students display their unwillingness to take a turn at the moment, teachers sometimes have no choice but to allocate them the turn, to move forward with the ongoing pedagogical activity. In such a moment, there can be a conflict between the students’ autonomy in securing private time and the teacher’s authority in forcing them to participate in the central activity. Paying special attention to such sensitive moments, this study explores how the teacher deals with them. The data for this study came from video recordings of English language classrooms in secondary education settings in Japan. Multimodal conversation analysis revealed that the teachers’ particular embodied practice involves directing the gaze not towards the students but the notebook in their hands prior to turn allocation to a student. The teachers implemented this embodied practice in a sequentially recognisable manner. This practice allowed the teachers to mitigate their act of violating the classroom’s social norm of ‘allocating a turn to a willing speaker’. Based on the findings, this study discusses the classroom teacher’s authority within the context of social relations with the students.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"35 1","pages":"343 - 364"},"PeriodicalIF":1.4,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72745071","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 : 2021-05-21DOI: 10.1080/19463014.2021.1910051
Nimet Çopur, Cihat Atar, S. Walsh
ABSTRACT Research on humour in second language classrooms has widely focused on the roles, social functions and markers of humour in interaction; however, little attention has been paid to the sequential mechanisms of humour and the relationship between repair and humour. Therefore, drawing on a conversation analytic approach, this study investigates teacher-initiated humour as a repair initiator in naturally occurring interaction and the pedagogical outcomes created. Sixteen hours of data from English as a second language classroom contexts have been analysed using Conversation Analysis. Conversation Analysis provides valuable opportunities for humour studies with meticulous attention given to sequentiality, and its repair mechanism is a tool for understanding how interlocutors deal with troubles. The findings suggest that teachers accomplish various pedagogical goals by initiating repair on prior student turns in the form of confirmation checks, which they mark as humorous through extreme case formulations and candidate hearing produced in smiley voice. In doing so, they make students’ turns disaffiliating and an elaboration relevant next, through which they elicit extended responses and create space for learning. Thus, via producing repair sequences as humorous, teachers progress their pedagogical agenda and also open up space for further language practice by encouraging elaboration and discussion.
{"title":"Humour as a pedagogical tool in teacher-initiated repair sequences: the case of extreme case formulations and candidate hearing","authors":"Nimet Çopur, Cihat Atar, S. Walsh","doi":"10.1080/19463014.2021.1910051","DOIUrl":"https://doi.org/10.1080/19463014.2021.1910051","url":null,"abstract":"ABSTRACT Research on humour in second language classrooms has widely focused on the roles, social functions and markers of humour in interaction; however, little attention has been paid to the sequential mechanisms of humour and the relationship between repair and humour. Therefore, drawing on a conversation analytic approach, this study investigates teacher-initiated humour as a repair initiator in naturally occurring interaction and the pedagogical outcomes created. Sixteen hours of data from English as a second language classroom contexts have been analysed using Conversation Analysis. Conversation Analysis provides valuable opportunities for humour studies with meticulous attention given to sequentiality, and its repair mechanism is a tool for understanding how interlocutors deal with troubles. The findings suggest that teachers accomplish various pedagogical goals by initiating repair on prior student turns in the form of confirmation checks, which they mark as humorous through extreme case formulations and candidate hearing produced in smiley voice. In doing so, they make students’ turns disaffiliating and an elaboration relevant next, through which they elicit extended responses and create space for learning. Thus, via producing repair sequences as humorous, teachers progress their pedagogical agenda and also open up space for further language practice by encouraging elaboration and discussion.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"113 1","pages":"280 - 294"},"PeriodicalIF":1.4,"publicationDate":"2021-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75479356","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 : 2021-04-12DOI: 10.1080/19463014.2021.1896563
R. Tyler
ABSTRACT Whole-body sense-making offers insights for the analysis of identity work in learning in multilingual classroom contexts. The concept has the potential to draw together two strands of classroom discourse scholarship, namely multilingual and multimodal discourse studies. The data presented in this paper constitutes a moment of whole-body sense-making in Science learning in a multilingual South African high school in which the key participant meshes language and identity positions to appropriate Science discourse. The paper tracks the transcription of this moment and the production of a comic strip as transvisual in order to provide a metamethodological discussion of transcription practices linked to a specific research study. Technical and epistemological concerns about translation of speech by speakers of non-dominant languages as well as multimodality in transcription of classroom discourse are explored from a decolonial perspective. The affordances and limitations of the comic strip in representing the agency and voice of non-dominant youth in whole-body sense-making are outlined.
{"title":"Transcribing whole-body sense-making by non-dominant students in multilingual classrooms","authors":"R. Tyler","doi":"10.1080/19463014.2021.1896563","DOIUrl":"https://doi.org/10.1080/19463014.2021.1896563","url":null,"abstract":"ABSTRACT Whole-body sense-making offers insights for the analysis of identity work in learning in multilingual classroom contexts. The concept has the potential to draw together two strands of classroom discourse scholarship, namely multilingual and multimodal discourse studies. The data presented in this paper constitutes a moment of whole-body sense-making in Science learning in a multilingual South African high school in which the key participant meshes language and identity positions to appropriate Science discourse. The paper tracks the transcription of this moment and the production of a comic strip as transvisual in order to provide a metamethodological discussion of transcription practices linked to a specific research study. Technical and epistemological concerns about translation of speech by speakers of non-dominant languages as well as multimodality in transcription of classroom discourse are explored from a decolonial perspective. The affordances and limitations of the comic strip in representing the agency and voice of non-dominant youth in whole-body sense-making are outlined.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"74 1","pages":"386 - 402"},"PeriodicalIF":1.4,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73648718","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 : 2021-04-03DOI: 10.1080/19463014.2020.1867592
Nausica Marcos Miguel
ABSTRACT Content courses for modern language majors at United States universities are a teaching environment where limited research on second language (L2) vocabulary instruction has taken place. On the surface, it may seem that instructors do not plan vocabulary instruction. This study explores this assumption as well as the potential for learning of specialised words by examining the classroom discourse and the curricular materials, e.g., readings and instructor-created PowerPoints, of an advanced Spanish L2 culture course. Ten consecutive classroom sessions, taught by an experienced instructor, were analysed. A corpus-based analysis was conducted to identify 27 specialised target words that could potentially be learned based on their high frequency of use in classroom discourse and in the materials. In addition, the instructor-initiated lexical focus-on-form episodes on the target words were analysed, exploring the connection between the materials and the instructor’s pedagogical choices. For all lexical focus-on-form episodes, the materials prompted vocabulary instruction, mostly in a pre-emptive way. Since the target words were included in the teaching materials, instruction on these words could potentially be planned. That is, the dichotomy between planned and unplanned instruction is not such when including materials in the analysis.
{"title":"Vocabulary instruction in an L2 culture course: the intersection of classroom discourse, materials, and instructor’s choices in lexical focus-on-form episodes","authors":"Nausica Marcos Miguel","doi":"10.1080/19463014.2020.1867592","DOIUrl":"https://doi.org/10.1080/19463014.2020.1867592","url":null,"abstract":"ABSTRACT Content courses for modern language majors at United States universities are a teaching environment where limited research on second language (L2) vocabulary instruction has taken place. On the surface, it may seem that instructors do not plan vocabulary instruction. This study explores this assumption as well as the potential for learning of specialised words by examining the classroom discourse and the curricular materials, e.g., readings and instructor-created PowerPoints, of an advanced Spanish L2 culture course. Ten consecutive classroom sessions, taught by an experienced instructor, were analysed. A corpus-based analysis was conducted to identify 27 specialised target words that could potentially be learned based on their high frequency of use in classroom discourse and in the materials. In addition, the instructor-initiated lexical focus-on-form episodes on the target words were analysed, exploring the connection between the materials and the instructor’s pedagogical choices. For all lexical focus-on-form episodes, the materials prompted vocabulary instruction, mostly in a pre-emptive way. Since the target words were included in the teaching materials, instruction on these words could potentially be planned. That is, the dichotomy between planned and unplanned instruction is not such when including materials in the analysis.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"55 1","pages":"35 - 55"},"PeriodicalIF":1.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83614621","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 : 2021-04-03DOI: 10.1080/19463014.2020.1870151
C. Mathieu, Nausica Marcos Miguel, Teppo Jakonen
ABSTRACT This special issue provides a collection of research that examines the relationships between classroom materials and discourse in various second language education contexts. Together, these studies add to the field of language teaching and learning materials use research by offering new understandings of how materials – and how they are used in the classroom – can shape discourse. By utilising a wide range of theoretical and methodological approaches to explore materials use research, the contributors of the special issue demonstrate the importance of considering the material aspect of the language teaching/learning environment when studying classroom discourse. This introduction will situate the articles in the special issue in relationship to previous discourse and materials use research.
{"title":"Introduction: classroom discourse at the intersection of language education and materiality","authors":"C. Mathieu, Nausica Marcos Miguel, Teppo Jakonen","doi":"10.1080/19463014.2020.1870151","DOIUrl":"https://doi.org/10.1080/19463014.2020.1870151","url":null,"abstract":"ABSTRACT This special issue provides a collection of research that examines the relationships between classroom materials and discourse in various second language education contexts. Together, these studies add to the field of language teaching and learning materials use research by offering new understandings of how materials – and how they are used in the classroom – can shape discourse. By utilising a wide range of theoretical and methodological approaches to explore materials use research, the contributors of the special issue demonstrate the importance of considering the material aspect of the language teaching/learning environment when studying classroom discourse. This introduction will situate the articles in the special issue in relationship to previous discourse and materials use research.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"49 1","pages":"1 - 14"},"PeriodicalIF":1.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83181622","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 : 2021-04-03DOI: 10.1080/19463014.2020.1808496
Teppo Jakonen, Heidi Jauni
ABSTRACT Videoconferencing is increasingly used in education as a way to support distance learning. This article contributes to the emerging interactional literature on video-mediated educational interaction by exploring how a telepresence robot is used to facilitate remote participation in university-level foreign language teaching. A telepresence robot differs from commonly used videoconferencing set-ups in that it allows mobility and remote camera control. A remote student can thus move a classroom-based robot from a distance in order to shift attention between people, objects and environmental structures during classroom activities. Using multimodal conversation analysis, we focus on how participants manage telepresent remote students’ visual access to classroom learning materials. In particular, we show how visibility checks are accomplished as a sequential and embodied practice in interaction between physically dispersed participants. Moreover, we demonstrate how participants conduct interactional work to make learning materials visible to the remote student by showing them and guiding the ‘seeing’ of materials. The findings portray some ways in which participants in video-mediated interaction display sensitivity to the possibility of intersubjective trouble and the recipient’s visual perspective. Besides increasing understanding of visual and interactional practices in technology-rich learning environments, the findings can be applied in the pedagogical design of such environments.
{"title":"Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction","authors":"Teppo Jakonen, Heidi Jauni","doi":"10.1080/19463014.2020.1808496","DOIUrl":"https://doi.org/10.1080/19463014.2020.1808496","url":null,"abstract":"ABSTRACT Videoconferencing is increasingly used in education as a way to support distance learning. This article contributes to the emerging interactional literature on video-mediated educational interaction by exploring how a telepresence robot is used to facilitate remote participation in university-level foreign language teaching. A telepresence robot differs from commonly used videoconferencing set-ups in that it allows mobility and remote camera control. A remote student can thus move a classroom-based robot from a distance in order to shift attention between people, objects and environmental structures during classroom activities. Using multimodal conversation analysis, we focus on how participants manage telepresent remote students’ visual access to classroom learning materials. In particular, we show how visibility checks are accomplished as a sequential and embodied practice in interaction between physically dispersed participants. Moreover, we demonstrate how participants conduct interactional work to make learning materials visible to the remote student by showing them and guiding the ‘seeing’ of materials. The findings portray some ways in which participants in video-mediated interaction display sensitivity to the possibility of intersubjective trouble and the recipient’s visual perspective. Besides increasing understanding of visual and interactional practices in technology-rich learning environments, the findings can be applied in the pedagogical design of such environments.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"64 1","pages":"121 - 145"},"PeriodicalIF":1.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90778417","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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