S071 2/2 | L2 Classroom Discourse: Micro-analytic, Multimodal, And Multilingual Perspectives

S071 2/2 | L2 Classroom Discourse: Micro-analytic, Multimodal, and Multilingual Perspectives

August 18, 2021 02:30 PM - August 18, 2022 06:00 PM(Europe/Amsterdam)

20210818T1430 20210818T1800 Europe/Amsterdam S071 2/2 | L2 Classroom Discourse: Micro-analytic, Multimodal, and Multilingual Perspectives 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

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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

What counts as 'participation'?View Abstract Watch Recording 0

Featured 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC

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Although we all have intuitive conceptions of students' "participation" and "engagement," understanding how little we know about these in practice is a crucial step toward better pedagogy. Students are often participating when we think they are not, and likewise, students can appear engaged, when in fact, they are not. In either case, teachers may find themselves encouraging what I call "studenting"-the performance of doing-being-a-student-rather than engaged participation. I argue that teachers and researchers must recognize (1) the complexity of (non-)participation and (dis)engagement, and (2) how much of students' participation and engagement is unknowable.

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'So you are saying...': Formulating what the teacher saidView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC

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The presentation offers analyses of formulating practices in which nonnative students characterize or recast what was said in the previous turn(s) by their teacher, typically but not limited with 'so you are saying...' These practices offer insight into how students clarify lesson contents, infer what to do and correct misunderstanding.

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Topic management and opportunities for learning in an advanced French and Francophone Studies classroomView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC

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Drawing on conversation analysis and its extension to classroom discourse studies, this presentation examines the ways in which topic is managed and opportunities for learning are created. The analysis show how topic is accomplished between the teacher and her students in relation to preference organization and epistemic stance.

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Teacher Responses to Questions about Grammaticality in an ESL Classroom: Complex Multimodal Gestalts and the Moral Order of Classroom InteractionView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC

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This paper analyzes sequences in which ESL students ask close-ended information seeking questions regarding the grammaticality of potential utterances. The analysis shows that while both acceptance and rejection of utterances as grammatical involve the deployment of multimodal resources, rejections of candidate constructions are more complex and intense in multimodal design.

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Co-authors

Being Clear: Framing, Focusing, and Breaking it downView Abstract Watch Recording 0

Standard 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC

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This talk focuses on the importance of clarity of instruction, particularly in L2 classrooms. Using examples from a variety of instructional settings, we show how conversation analytic insights can be translated into actual teaching methods. We also suggest that being clear helps foster an inviting environment and encourage student participation.

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“Because ice cream is delicious.”: Shared codes that emerged in Two Writing Classroom InteractionsView Abstract Watch Recording 0

Standard 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC

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Employing concepts of complexity dynamic systems theory, this study examines phrases that instructors initially use and that students later appropriate for their own purposes in different contexts. These phrases, over time, become shared codes among students and instructors for accomplishing relational work in English as a second language writing classrooms.

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Past learning in the spotlight: shared histories in classroom talkView Abstract Watch Recording 0

Standard 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC

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Multimodal conversation analysis of talk in foreign language classrooms of Finnish and Estonian at an American university demonstrates how past learning experiences are invoked and made relevant for task at hand. The contexts involve peer interaction in task preparation, peer and teacher interaction in a reflective task, and all-class talk. The focus is on prior learning experiences shared by the group. Sequential analysis supported by the ethnography of the classrooms available to the analysts as teacher-participants reveals the dynamics between individual and collective learning activities in social interaction and on the timeline of prior experience(s) and current talk.

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