The present study explores how directives are constituted in and through situated verbal, bodily, and spatial practices. The foci are parental directives requesting routine family tasks to be carried out in an immediate situational context and necessitating the child's locomotion from one place to another (e.g., to take a bath, brush his/her teeth). As documented, such directive sequences were designed with what is here called parental shepherding moves, that is, ''techniques of the body'' (Mauss 1973(Mauss [1935) that monitor the child's body for compliance. Body twist, a form of tactile intervention, was deployed to terminate the child's prior activity and initiate a relevant activity by perceptually reorienting the child in the lived architecture of the home. Tactile and non-tactile steering constituted means for monitoring and controlling the direction, pace, and route of the child's locomotion. Overall, these embodied directives served as multifunctional cultural tools that sca¤olded the child into reflexive awareness of the dialogic and embodied characteristics of social action and accountability.

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This study explores a child's emergent second language (L2) interactional competence during her first year in a Swedish immersion classroom. Within the theoretical framework of situated learning, it focuses on how she acquires expertise in a specific classroom practice: multiparty classroom talk. The data cover three periods (the early, middle, and late phases) of her first school year. The methods adopted combine a microanalytic approach with ethnographic fieldwork analyses of L2 socialization within a classroom community. The analyses revealed systematic changes in the novice's interactional engagements. An interplay of language skills and turn‐taking skills influenced her participation in multiparty talk during the three periods, casting her as (a) a silent child, (b) a noisy and loud child, and (c) a skillful student. These changes indicate that learning cannot be seen as the unilinear development of a single learner identity. It is argued that a detailed longitudinal analysis may provide important insights into the relationship between participation and L2 learning. Instead of unilinear development of a single learner identity, we may find different participation patterns linked to distinct language learning affordances over time.

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