Classrooms are organized according to an architecture of discourse features and structures. These discourse features and structures, such as participation frameworks, are used to accomplish a range of pedagogical activities. In second/foreign or additional language (L2) classrooms, this architecture is complicated by the peculiar task of using a language that both represents the pedagogical objective and the medium of communication. The last decade has witnessed a growing body of research into L2 classrooms; such work draws from a number of theoretical frameworks, including the micro-analytic (e.g. Jenks and Seedhouse 2015; Walsh 2011), multimodal (Sert 2015), and multilingual (e.g. Matsumoto 2019). It is through these micro-analytic, multimodal, and multilingual perspectives that we can achieve a nuanced understanding of the institutional business of teaching and learning L2s. To this end, this symposium brings together presentations that unpack the micro-analytic, multimodal, and multilingual realities of L2 classroom discourse. Our symposium will host ambitious research projects that further our understanding of discursive practices in L2 classrooms. The symposium will illustrate the interactive work of classrooms with "cross-sectional, longitudinal, and retrospective" (Jakonen 2018) approaches with the goal of identifying how end users, such as educators and students, can benefit from such discourse analytic work.
S071 detailed programme, click here
Classrooms are organized according to an architecture of discourse features and structures. These discourse features and structures, such as participation frameworks, are used to accomplish a range of pedagogical activities. In second/foreign or additional language (L2) classrooms, this architecture is complicated by the peculiar task of using a language that both represents the pedagogical objective and the medium of communication. The last decade has witnessed a growing body of research into L2 classrooms; such work draws from a number of theoretical frameworks, including the micro-analytic (e.g. Jenks and Seedhouse 2015; Walsh 2011), multimodal (Sert 2015), and multilingual (e.g. Matsumoto 2019). It is through these micro-analytic, multimodal, and multilingual perspectives that we can achieve a nuanced understanding of the institutional business of teaching and learning L2s. To this end, this symposium brings together presentations that unpack the micro-analytic, multimodal, and multilingual realities of L2 classroom discourse. Our symposium will host ambitious research projects that further our understanding of discursive practices in L2 classrooms. The symposium will illustrate the interactive work of classrooms with "cross-sectional, longitudinal, and retrospective" (Jakonen 2018) approaches with the goal of identifying how end users, such as educators and students, can benefit from such discourse analytic work.
S071 detailed programme, click here
Room 1 AILA 2021 aila2021@gcb.nl
Christine Jacknick
Yo-An Lee
Stephen Looney
Joan Kelly Hall
Yumi Matsumoto
Eunhee Kim
Piibi-Kai Kivik
Elisa RäsänenTechnical Issues?
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