Multilingualism in Action: A Conversation Analytic View on How Children are Re-Voicing a Story in a French Second Language Learning Lesson (original) (raw)
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Learning a language in a formal context is not the same as learning a language in a natural setting, in that the goal of one of the participants in the communicative events that occur in the classroom, the teacher, is to teach a language. For this reason, the majority of the actions undertaken by the participants are directed at achieving that goal. That is why observing and analyzing interaction in the classroom becomes a key element in understanding how we learn. In this chapter we set out how this issue is approached through conversation analysis.
Observing a teacher's interactional competence in an ESOL classroom: a translanguaging perspective
Applied Linguistics Review , 2023
Research on translanguaging practices in multilingual contexts has explored how translanguaging highlights the multilingual and multicultural nature of social interactions and its transformative nature in transgressing established norms and boundaries. This article aims to provide an alternative view of interactional competence by connecting it to the notion of translanguaging and its emphasis on the active deployment of multiple linguistic, semiotic, and sociocultural resources in a dynamic and integrated way. We argue for extending the notion of interactional competence as we suggest that translanguaging is the practice of drawing on a speaker's interactional competence for constructing new configurations of language practices for communicative purposes. Such a conceptualization reinforces the meaning-making process as a locally emergent phenomenon and a jointly accomplished social action. It also conceptualizes the undertaking of co-constructing social interactions as a process of translanguaging whereby interactants need to seek out available multilingual and multimodal resources and make strategic choices among these resources in order to achieve their social actions on a moment-by-moment basis. This article utilizes Sequential-Categorial Analysis, which combines Multimodal Conversation Analysis and Membership Categorisation Analysis, in its analysis of classroom video recordings of vocabulary instruction in a beginner-level adult English-for-Speakers-of-Other-Languages classroom in order to demonstrate our argument.
Talk and Pedagogy: Particularities of a Language Classroom Interaction
Ingeniería Investigación y Desarrollo
Este trabajo pretende identificar algunas de las características que un salón de idiomas posee con respecto a la interacción. El análisis de la conversación fue usado para aproximarse a la conversación y construir entendimiento. Para la recolección de datos, se grabó en video una clase de lengua extranjera en una universidad pública, se seccionó y luego fue transcrita. Tres extractos fueron tomados de la clase como fuente de análisis y aspectos como identidad, corrección y toma de turnos fueron identificados. Los hallazgos hicieron evidente la construcción conjunta de la interacción y como ésta afecta o modifica las identidades desempeñadas por los participantes. Además, modificar la corrección y permitir a los estudiantes hacer su propia corrección surgen como acciones relevantes a llevar a cabo para promover la interacción auténtica y significativa.
2020
During the last 15 years, the concept of second language interactional competence (L2IC) has evolved considerably, based on empirical findings from conversation analysis (CA). Another closely related product of applied CA is the development of CA-based materials and activities for teaching, therapy and other interventions designed to improve interactions in various sites, including the improvement of L2IC among learners of second and foreign language. As part of an ongoing project applying CA to L2IC, this paper presents a brief overview of recent literature on applied CA, L2 talk-in-interaction and L2IC, and existing proposals and materials for applying CA to the teaching of L2IC. The paper concludes with some reflections and tentative suggestions.
Educational Linguistics is dedicated to innovative studies of language use and language learning. The series is based on the idea that there is a need for studies that break barriers. Accordingly, it provides a space for research that crosses traditional disciplinary, theoretical, and/or methodological boundaries in ways that advance knowledge about language (in) education. The series focuses on critical and contextualized work that offers alternatives to current approaches as well as practical, substantive ways forward. Contributions explore the dynamic and multilayered nature of theory-practice relationships, creative applications of linguistic and symbolic resources, individual and societal considerations, and diverse social spaces related to language learning.
This paper focuses on the initial findings of an ongoing qualitative case study of three teachers and three classes of second year secondary L2 German learners. The study of teacher-learner interaction takes socio-cultural theory as its main point of departure, drawing on the tenets of a SCT-based dialogic teaching approach to design an intervention programme of teacher talk and behaviour strategies to promote higher levels of learner L2 output. In light of much classroom interaction research which suggests that the dominant patterns of classroom discourse may not allow learners the interactive space to develop their oral output in an optimum way, a primary aim of the intervention programme was to subvert the dominant IRE/F pattern of classroom discourse.
Multilevel analysis of two-way immersion classroom discourse
1995
This paper presents a three-level analysis of school practices and elementary school children’s peer-to-peer interaction. The research scope comprises the levels of the conversational exchange, the speech event, and the language economy. At the first of these levels, the focus will be on frames signaled by the language used. The concept ‘unofficial frame’ is proposed to capture exchanges that occupy interstices between school-oriented exchanges and that deal with non-school or bonding-creating issues. At the speech event level, the characteristics of the lesson are described as shaped by both exchanges and macrostructural factors. Also other instances of language use in the school, at the library and the playground, are also incorporated in the examination of the role of the languages spoken at school. The concept ‘language economy’ is applied to account for the patterns of relations observed and the status of the languages in light of the broader historical and societal context. It is shown that exchanges, events and the language economy are intrinsically related in a web of mutual influences. Educational implications are derived with a view toward making the most of opportunities to use the second language and granting equal respect to the majority and the minority language.
Developmental issues in second language conversation
Journal of Applied Linguistics, 2004
Th is article contributes to the discussion of how second language learning can be studied in a conversation analytic framework. Conversation analysis (CA) as a fi eld has demonstrated how meticulous analysis can shed light on how talk-in-interaction works. In recent years CA has been applied to a number of areas of inquiry, including interactions in second languages. So far, CA researchers have mainly studied second language use, while a systematic approach of how to study the process of second language learning still needs to be developed. To this end, we propose methodological procedures for the study of second language learning by bringing together two frameworks: CA and the theory of situated learning. As an empirical basis, this entails a systematic gathering of longitudinal data consisting of naturally occurring interactions, and analytic procedures managing the longitudinal character of the data, in particular the issue of interactants' change in conduct over time.