Managing student participation is a key interactional and instructional task in any classroom. This is even more relevant in language classrooms, as students need to demonstrate knowledge and proficiency through the production of lexical, clausal or sentential elements. Most studies of elicitations in classroom contexts have focused on Question-Answer-sequences within the Initiation-Response-Feedback pattern (Sinclair & Coulthard, 1975); however, another less-explored kind of initiation turn is that of turns with incomplete turn-constructional-units which students need to complete in the next sequential slot (Hazel & Mortensen, 2019;

Estudio descriptivo y exploratorio de un Taller de Introducción a las Técnicas Teatrales para la enseñanza/aprendizaje de una lengua extranjera* Descriptive and Exploratory Study of an Introductory Workshop to Drama Techniques for Teaching/Learning a Foreign Language Estudo descritivo e exploratório de uma oficina introdutória às técnicas teatrais para o ensino/aprendizagem de uma língua estrangeira

Education is conceived as a multifaceted, multidimensional and complex process of social transformation; nevertheless, schools operate within a passive environment that restricts the learning of young people from vulnerable contexts. This qualitative study explores the pedagogical strategies of four educators from one public institution in Valdivia who work with students who have been associated with episodes of law infraction. Analytical procedures rely on content analysis following the logic of grounded theory and In-depth Interviews. From a biographical perspective, the present study identifies the pedagogical strategies of these autonomous and optimistic educators to favor the construction of modifying active environments in this vulnerable context. It also seeks to generate new lines of research on critical pedagogy in vulnerable educational contexts, strengthening and enriching the competencies of educators from Mediated Learning Experiences.

El papel de la interacción significativa y las técnicas dramáticas en la educación de estudiantes con discapacidad visual en la UACh 1 The role of meaningful interaction and drama techniques in the education of students with visual impairment at UACh

This paper will provide an introduction to the rationale behind the use of Conversation Analysis (CA) (Sacks et al., 1974) to explore language classroom interaction for readers new to the field. CA is the systematic analysis of talk produced in everyday human interaction, that is, talk-in-interaction (Hutchby & Wooffitt, 2008). Since its origins in 1960s, the field has expanded tremendously: from telephone calls to video recordings in Multimodal CA (Mondada, 2018) and has made great impact in the way we explore classroom discourse from an interactional perspective. This paper will first present an overview of the historical development of language instruction comparing both cognitive and socio-interactionist perspectives. It will then introduce CA to readers and will explain its main analytic concepts before exemplifying the kinds of practices that become visible through this approach, such as the temporality of gestural productions and the practices teachers deploy to promote participation. The paper will end with more current perspectives by introducing two teacher training frameworks which have emerged from the application of CA to classroom discourse.