Pub Date : 2025-02-01DOI: 10.1016/j.lcsi.2024.100871
Hamed Abbasi Mojdehi, Abbas Ali Zarei
{"title":"Retraction notice to “The impact of different scaffolding techniques on IELTS candidates' writing anxiety: From perceptions to facts” [Learning, Culture and Social Interaction 40 (2023) 100715]","authors":"Hamed Abbasi Mojdehi, Abbas Ali Zarei","doi":"10.1016/j.lcsi.2024.100871","DOIUrl":"10.1016/j.lcsi.2024.100871","url":null,"abstract":"","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"50 ","pages":"Article 100871"},"PeriodicalIF":2.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143172542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.lcsi.2024.100878
Dolly Eliyahu-Levi , Avi Gvura
The present research reveals the challenges and coping methods of Arab teachers in Hebrew-language schools based on Contact Theory in a multicultural context. This qualitative study uses a semi-structured interview of interpretive processes influenced by personal and social structures. The participants: nine Muslim Arab teachers, ages 25–32, teaching in a Jewish school. The findings: these Arab teachers are agents of change reducing prejudices and stereotypical perceptions between the two groups. The teachers deal forcefully with diverse challenges through coping mechanisms running between silence through pedagogical courage in revealing their personal Arab stories.
{"title":"Navigating tensions between despair and hope - Arab teachers' perception in challenging situations in Jewish schools","authors":"Dolly Eliyahu-Levi , Avi Gvura","doi":"10.1016/j.lcsi.2024.100878","DOIUrl":"10.1016/j.lcsi.2024.100878","url":null,"abstract":"<div><div>The present research reveals the challenges and coping methods of Arab teachers in Hebrew-language schools based on Contact Theory in a multicultural context. This qualitative study uses a semi-structured interview of interpretive processes influenced by personal and social structures. The participants: nine Muslim Arab teachers, ages 25–32, teaching in a Jewish school. The findings: these Arab teachers are agents of change reducing prejudices and stereotypical perceptions between the two groups. The teachers deal forcefully with diverse challenges through coping mechanisms running between silence through pedagogical courage in revealing their personal Arab stories.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"50 ","pages":"Article 100878"},"PeriodicalIF":2.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143172541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.lcsi.2024.100881
Marie Rickert , Verena Platzgummer
This article explores how teachers, children, and researchers jointly construct different definitions of a situation, i.e. establish different frames during fieldwork in Early Childhood Education and Care (ECEC). Drawing on two distinct linguistic ethnographies, one in Limburg/the Netherlands and one in South Tyrol/Italy, we zoom in on how we as ethnographers and our participants enact a variety of frames across situations, focusing on the frequently reoccurring research frames, educational frames and play frames. Our analysis shows that these different frames are constantly layered in our interactions in the field, and that dynamic researcher positionings emerge as a result. This insight challenges the common practice to break down researcher positionings into one static role in academic discourse. As a meaningful alternative, the paper suggests a detailed account of the interactional co-construction of frames with participants, accompanied with insights from the researchers' lived experience.
{"title":"Frames within frames: Research, education and play in linguistic ethnographies of early childhood education and care","authors":"Marie Rickert , Verena Platzgummer","doi":"10.1016/j.lcsi.2024.100881","DOIUrl":"10.1016/j.lcsi.2024.100881","url":null,"abstract":"<div><div>This article explores how teachers, children, and researchers jointly construct different definitions of a situation, i.e. establish different frames during fieldwork in Early Childhood Education and Care (ECEC). Drawing on two distinct linguistic ethnographies, one in Limburg/the Netherlands and one in South Tyrol/Italy, we zoom in on how we as ethnographers and our participants enact a variety of frames across situations, focusing on the frequently reoccurring research frames, educational frames and play frames. Our analysis shows that these different frames are constantly layered in our interactions in the field, and that dynamic researcher positionings emerge as a result. This insight challenges the common practice to break down researcher positionings into one static role in academic discourse. As a meaningful alternative, the paper suggests a detailed account of the interactional co-construction of frames with participants, accompanied with insights from the researchers' lived experience.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"50 ","pages":"Article 100881"},"PeriodicalIF":2.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143172540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.lcsi.2024.100879
Olga Anatoli
Institutions of early childhood education and care (ECEC) constitute an important environment for children's learning and development, yet little is known about language-supportive interactions in ECEC settings beyond teacher-led educational activities or children's peer play. This study on a bilingual Swedish–English preschool draws attention to teacher–child interactions during transitional activities as a space for situated learning and enskilment in practical tasks, e.g., dressing or cleaning. Specifically, the study describes how teachers and young children (1–2- and 3–4-year-olds) participate in embodied instructional exchanges amid a one-teacher/one-language policy. The study is based on multimodal conversation analysis of video-recordings collected during ethnographic fieldwork in Sweden. The analysis reveals the teachers' embodied and verbal strategies for instructing and scaffolding children's actions, socializing the children in the institutional interactional routines, and modeling linguistic patterns in two languages. The analysis describes how young children participate in the enskilment practices as agentive members in the preschool as a community of practice and a language learning ecology. The study supports research on the connection between children's participation, the development of embodied skills, and language learning, and highlights the pedagogical value of mundane encounters in ECEC.
{"title":"Multimodality, embodiment, and language learning in bilingual early childhood education: Enskilment practices in a Swedish–English preschool","authors":"Olga Anatoli","doi":"10.1016/j.lcsi.2024.100879","DOIUrl":"10.1016/j.lcsi.2024.100879","url":null,"abstract":"<div><div>Institutions of early childhood education and care (ECEC) constitute an important environment for children's learning and development, yet little is known about language-supportive interactions in ECEC settings beyond teacher-led educational activities or children's peer play. This study on a bilingual Swedish–English preschool draws attention to teacher–child interactions during transitional activities as a space for situated learning and enskilment in practical tasks, e.g., dressing or cleaning. Specifically, the study describes how teachers and young children (1–2- and 3–4-year-olds) participate in embodied instructional exchanges amid a one-teacher/one-language policy. The study is based on multimodal conversation analysis of video-recordings collected during ethnographic fieldwork in Sweden. The analysis reveals the teachers' embodied and verbal strategies for instructing and scaffolding children's actions, socializing the children in the institutional interactional routines, and modeling linguistic patterns in two languages. The analysis describes how young children participate in the enskilment practices as agentive members in the preschool as a community of practice and a language learning ecology. The study supports research on the connection between children's participation, the development of embodied skills, and language learning, and highlights the pedagogical value of mundane encounters in ECEC.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"50 ","pages":"Article 100879"},"PeriodicalIF":2.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143172545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.lcsi.2024.100880
Auli Lehtinen, Emma Kostiainen, Piia Näykki
Pre-service teachers often hold idealistic or static views of socioemotional competence. More research is needed on their situated reflections and imagined futures. This study focuses on pre-service secondary teachers' situated and imagined views of the socioemotional and dialogical dimensions of becoming and being a teacher. The study took place within multidisciplinary collaboration, online teaching, and the COVID pandemic. Fourteen pre-service teachers' interviews were analyzed with reflexive thematic analysis, applying the concept of boundary crossing. Our findings indicated three boundaries: between (1) disciplines, (2) online and face-to-face practices, and (3) being a student and being a teacher. In their situated views, pre-service teachers crossed disciplinary boundaries in collaboration with the help of social cohesion, perceived a threshold in online interaction, and held a normative conception of talkativeness. In their imagined futures, they struggled to specify socioemotional competence, emphasized challenging situations as a boundary, and expressed dialogical and monological voices regarding teachers' competences. There were tensions at the boundary between situated and imagined views, indicating idealized beliefs. Implications include providing safe spaces and time for collaborative boundary crossing and critical reflection. Our study addresses teachers' socioemotional competence and dialogicality amid crises and further theorizes the boundary between the situated and the imagined.
{"title":"Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality","authors":"Auli Lehtinen, Emma Kostiainen, Piia Näykki","doi":"10.1016/j.lcsi.2024.100880","DOIUrl":"10.1016/j.lcsi.2024.100880","url":null,"abstract":"<div><div>Pre-service teachers often hold idealistic or static views of socioemotional competence. More research is needed on their situated reflections and imagined futures. This study focuses on pre-service secondary teachers' situated and imagined views of the socioemotional and dialogical dimensions of becoming and being a teacher. The study took place within multidisciplinary collaboration, online teaching, and the COVID pandemic. Fourteen pre-service teachers' interviews were analyzed with reflexive thematic analysis, applying the concept of boundary crossing. Our findings indicated three boundaries: between (1) disciplines, (2) online and face-to-face practices, and (3) being a student and being a teacher. In their situated views, pre-service teachers crossed disciplinary boundaries in collaboration with the help of social cohesion, perceived a threshold in online interaction, and held a normative conception of talkativeness. In their imagined futures, they struggled to specify socioemotional competence, emphasized challenging situations as a boundary, and expressed dialogical and monological voices regarding teachers' competences. There were tensions at the boundary between situated and imagined views, indicating idealized beliefs. Implications include providing safe spaces and time for collaborative boundary crossing and critical reflection. Our study addresses teachers' socioemotional competence and dialogicality amid crises and further theorizes the boundary between the situated and the imagined.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"50 ","pages":"Article 100880"},"PeriodicalIF":2.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143172544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-31DOI: 10.1016/j.lcsi.2025.100893
Jorge Chávez Rojas , Jaime Fauré , Juan Pablo Barril , Rodrigo Fuentealba Jara , Vanessa Valdebenito Zambrano , Jesús Almuna , Patricio Quezada-Carrasco , Paul Salter
This work is part of a larger research project that explores how professional teacher identity is constructed and developed. For the present study, we analysed 22 informal experiences. These experiences have been analysed in terms of their contribution to the formation of professional teacher identity. We designed a qualitative multiple case study in which semi-structured interviews were applied to 26 student teachers. We applied our own form of discourse analysis based on certain discursive markers. Our main findings are that identity change occurs not only through traditional formal experiences, but also through informal experiences and interactions between the two. We propose the importance of what we term informal experiences in establishing connections and driving the formation and development of identity. Finally, we suggest that professional teacher identity serves as an ‘adhesive’ that unites the various learnings achieved in different contexts over time. We conclude with a discussion in which we propose that identity should be considered an interconnected and subjective phenomenon, rather than a personal resource. We also propose that identity is connected to dialogic aspects involving a sense of collaboration and participation, and that these can be transferred from informal contexts to formal contexts.
{"title":"Informal learning experiences in the construction and development of professional teacher identity","authors":"Jorge Chávez Rojas , Jaime Fauré , Juan Pablo Barril , Rodrigo Fuentealba Jara , Vanessa Valdebenito Zambrano , Jesús Almuna , Patricio Quezada-Carrasco , Paul Salter","doi":"10.1016/j.lcsi.2025.100893","DOIUrl":"10.1016/j.lcsi.2025.100893","url":null,"abstract":"<div><div>This work is part of a larger research project that explores how professional teacher identity is constructed and developed. For the present study, we analysed 22 informal experiences. These experiences have been analysed in terms of their contribution to the formation of professional teacher identity. We designed a qualitative multiple case study in which semi-structured interviews were applied to 26 student teachers. We applied our own form of discourse analysis based on certain discursive markers. Our main findings are that identity change occurs not only through traditional formal experiences, but also through informal experiences and interactions between the two. We propose the importance of what we term informal experiences in establishing connections and driving the formation and development of identity. Finally, we suggest that professional teacher identity serves as an ‘adhesive’ that unites the various learnings achieved in different contexts over time. We conclude with a discussion in which we propose that identity should be considered an interconnected and subjective phenomenon, rather than a personal resource. We also propose that identity is connected to dialogic aspects involving a sense of collaboration and participation, and that these can be transferred from informal contexts to formal contexts.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100893"},"PeriodicalIF":2.0,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-28DOI: 10.1016/j.lcsi.2025.100890
Fabíola Stein
This study examines how novice researchers (master's and PhD students) independently initiate knowledge sharing and instructional activities in the midst of everyday research work. Approaching such activities as instances of help recruitment, the study draws on multimodal conversation analysis to describe how novices mobilize assistance from more experienced peers and supervisors. The interactional data was generated at a Physical Chemistry research program of a Swedish university, and consists of video-recordings of different spontaneous interactions at laboratories and shared offices, including a supervision meeting. The study focuses on recruitment sequences where help seekers refrain from displaying full lack of knowledge or skill. The analyses show how novices (1) use particular framings, such as “quick question”, and confirmation requests to particularize the scope of their problems and mitigate unknowing stances; (2) legitimize their requests for assistance by addressing their shared history with the recipient party; and (3) withhold direct requests in favor of producing accounts and displaying limited epistemic access, as if to “fish” for help. Through these methods, help seekers accountably frame and design their requests finely modulating epistemic stances, while constructing and upholding themselves as potential members of the scientific workplace, i.e., as researchers in training who need assistance at specific moments and regarding particular problems. By uncovering the intricate ways in which epistemic stance taking and issues of accountability relate to the accomplishment of help recruitment, the study also shows how novices address matters of autonomy and competence within apprenticeship situations.
{"title":"Recruiting help in everyday research work: Epistemic stance taking and accountability in interaction","authors":"Fabíola Stein","doi":"10.1016/j.lcsi.2025.100890","DOIUrl":"10.1016/j.lcsi.2025.100890","url":null,"abstract":"<div><div>This study examines how novice researchers (master's and PhD students) independently initiate knowledge sharing and instructional activities in the midst of everyday research work. Approaching such activities as instances of help recruitment, the study draws on multimodal conversation analysis to describe how novices mobilize assistance from more experienced peers and supervisors. The interactional data was generated at a Physical Chemistry research program of a Swedish university, and consists of video-recordings of different spontaneous interactions at laboratories and shared offices, including a supervision meeting. The study focuses on recruitment sequences where help seekers refrain from displaying full lack of knowledge or skill. The analyses show how novices (1) use particular framings, such as “quick question”, and confirmation requests to particularize the scope of their problems and mitigate unknowing stances; (2) legitimize their requests for assistance by addressing their shared history with the recipient party; and (3) withhold direct requests in favor of producing accounts and displaying limited epistemic access, as if to “fish” for help. Through these methods, help seekers accountably frame and design their requests finely modulating epistemic stances, while constructing and upholding themselves as potential members of the scientific workplace, i.e., as researchers in training who need assistance at specific moments and regarding particular problems. By uncovering the intricate ways in which epistemic stance taking and issues of accountability relate to the accomplishment of help recruitment, the study also shows how novices address matters of autonomy and competence within apprenticeship situations.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100890"},"PeriodicalIF":2.0,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-24DOI: 10.1016/j.lcsi.2025.100889
Lynn Dittrich , Toril Aagaard , Astrid Camilla Wiig
The aim of this study is to examine the potential of simulations for supporting professional learning opportunities in teacher education. Specifically, we investigate how students enact and analyse core practices in a simulated setting when teaching fractions at the fifth-grade level. The data consists of 160 minutes of video footage in which fifteen pre-service teachers at a Norwegian university either practised teaching in a simulation or served as peer observers. Analytically, we apply interaction analysis to the data to explore how the students engaged in both specific and general core practices. The findings show that simulation training including debriefing facilitates the enactment and critical analyses of various core practices such as creating a productive learning environment and strategically redirecting off-task behaviour. Additionally, the findings show that the pedagogical potential of simulation-based learning lies in the interaction that unfolds between the participants namely, the support of the interactor who scaffolds enactment and the educator who facilitates the students' reflective analysis of teaching through specific dialogic moves. Simulation-based learning is thus suggested as an appropriate supplement for training pre-service teachers, preparing them for future professional work.
{"title":"Highlighting practices and dialogic moves: Investigating simulation-based learning in online teacher education","authors":"Lynn Dittrich , Toril Aagaard , Astrid Camilla Wiig","doi":"10.1016/j.lcsi.2025.100889","DOIUrl":"10.1016/j.lcsi.2025.100889","url":null,"abstract":"<div><div>The aim of this study is to examine the potential of simulations for supporting professional learning opportunities in teacher education. Specifically, we investigate how students enact and analyse core practices in a simulated setting when teaching fractions at the fifth-grade level. The data consists of 160 minutes of video footage in which fifteen pre-service teachers at a Norwegian university either practised teaching in a simulation or served as peer observers. Analytically, we apply interaction analysis to the data to explore how the students engaged in both specific and general core practices. The findings show that simulation training including debriefing facilitates the enactment and critical analyses of various core practices such as creating a productive learning environment and strategically redirecting off-task behaviour. Additionally, the findings show that the pedagogical potential of simulation-based learning lies in the interaction that unfolds between the participants namely, the support of the interactor who scaffolds enactment and the educator who facilitates the students' reflective analysis of teaching through specific dialogic moves. Simulation-based learning is thus suggested as an appropriate supplement for training pre-service teachers, preparing them for future professional work.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100889"},"PeriodicalIF":2.0,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143175523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-22DOI: 10.1016/j.lcsi.2025.100891
Qian Wang , George E. Newell
Despite the valuable contributions of research on teaching pre-set structures of argumentative writing to foster understanding of argumentation in English as Foreign Language (EFL) contexts, structural approaches alone may not provide students with the necessary flexibility as writers, readers, and thinkers. One response to this challenge is to employ critical thinking, which involves an approach to teaching and learning argumentative writing that encourages students to take critical positions in their writing, supported by relevant and cogent evidence. This study examines how an EFL teacher interprets and integrates critical thinking into argumentative writing instruction. Grounded in a theoretical framework that views argumentation from a social perspective, this study considers the social practices and interactional dimensions involved in learning to read and write. Through microethnographic discourse analysis, the study demonstrates how the instructor views critical thinking as the process of identifying and solving problem in argumentative writing and how the teacher employs targeted questions, peer discussions, and inquiry-based analysis to help students learn to argue. These findings may have important implications for argumentative writing pedagogy and writing teacher education in EFL settings, emphasizing the significance of integrating critical thinking skills into instruction to enhance students' ability to engage effectively in argumentation.
{"title":"Teaching and learning argumentative writing as critical thinking in an EFL composition classroom","authors":"Qian Wang , George E. Newell","doi":"10.1016/j.lcsi.2025.100891","DOIUrl":"10.1016/j.lcsi.2025.100891","url":null,"abstract":"<div><div>Despite the valuable contributions of research on teaching pre-set structures of argumentative writing to foster understanding of argumentation in English as Foreign Language (EFL) contexts, structural approaches alone may not provide students with the necessary flexibility as writers, readers, and thinkers. One response to this challenge is to employ critical thinking, which involves an approach to teaching and learning argumentative writing that encourages students to take critical positions in their writing, supported by relevant and cogent evidence. This study examines how an EFL teacher interprets and integrates critical thinking into argumentative writing instruction. Grounded in a theoretical framework that views argumentation from a social perspective, this study considers the social practices and interactional dimensions involved in learning to read and write. Through microethnographic discourse analysis, the study demonstrates how the instructor views critical thinking as the process of identifying and solving problem in argumentative writing and how the teacher employs targeted questions, peer discussions, and inquiry-based analysis to help students learn to argue. These findings may have important implications for argumentative writing pedagogy and writing teacher education in EFL settings, emphasizing the significance of integrating critical thinking skills into instruction to enhance students' ability to engage effectively in argumentation.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100891"},"PeriodicalIF":2.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-21DOI: 10.1016/j.lcsi.2025.100888
Zhiying Jian
It is well known that laughter in conversation serves to manage delicacy or achieve solidarity. This study examines the shared laughter between students and supervisors during university supervision meetings. Drawing from 20 sequences of joint laughter, this conversation analytic study identifies patterns regarding how such joint laughter is achieved, the turn features of laughables that lead to it, and what the joint laughter accomplishes in the interaction. It is shown that joint laughter typically follows a laugh invitation or voluntary laughter responsive to a laughable turn, regardless of which party initiates it. In particular, misaligning actions significantly contribute as the source of laughables. Through joint laughter, participants demonstrate their equal affective stance regarding the laughable matter, and promote a more productive interaction. Overall, this study aims to enhance our understanding of supervision interactions by elucidating seemingly trivial phenomenon like laughing together. Data were collected in institutions in the UK, and all recorded interactions are in English.
{"title":"Laughing together in supervision interaction","authors":"Zhiying Jian","doi":"10.1016/j.lcsi.2025.100888","DOIUrl":"10.1016/j.lcsi.2025.100888","url":null,"abstract":"<div><div>It is well known that laughter in conversation serves to manage delicacy or achieve solidarity. This study examines the shared laughter between students and supervisors during university supervision meetings. Drawing from 20 sequences of joint laughter, this conversation analytic study identifies patterns regarding how such joint laughter is achieved, the turn features of laughables that lead to it, and what the joint laughter accomplishes in the interaction. It is shown that joint laughter typically follows a laugh invitation or voluntary laughter responsive to a laughable turn, regardless of which party initiates it. In particular, misaligning actions significantly contribute as the source of laughables. Through joint laughter, participants demonstrate their equal affective stance regarding the laughable matter, and promote a more productive interaction. Overall, this study aims to enhance our understanding of supervision interactions by elucidating seemingly trivial phenomenon like laughing together. Data were collected in institutions in the UK, and all recorded interactions are in English.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100888"},"PeriodicalIF":2.0,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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