Epistemic Search Sequences in Peer Interaction in a Content-based Language Classroom

Abstract

Epistemics in interaction refers to how participants display, manage and orient to their own and others' states of knowledge. This article applies recent conversation analytical work on epistemics to classrooms where language and content instruction are combined. It focuses on Epistemic Search Sequences (ESSs) through which students in peer interaction collectively resolve emerging knowledge gaps while working on pedagogic tasks. ESSs are initiated when a speaker displays an 'unknowing' epistemic stance by making an information request (IR) about some aspect of language or the content being worked on. We examine three different types of ESS: those in which a 'knowing' response is accepted by the init iator of the sequence; those in which there is an 'unknowing' response; and those where 'knowing' responses are contested. The findings have implications for understanding peer interaction in content-based classrooms in three areas: the affordances of peer interaction for learning in contrast with teacher-led 'knownanswer' sequences; how learners manage rights and responsibilities around knowing or not knowing; and how learners discover and work on their own learning objects.

Linking Clauses and Actions in Social Interaction

“…The analysis will focus on sequence-initiating turns that function as requests for clarification but at the same time display that the student has previous knowledge of the academic subject, namely the Finnish language. Recent research in CA-for-SLA (Kasper & Wagner 2011;Pekarek Doehler 2013) discusses sequences in which students independently detect and introduce learnables and knowledge gaps to the classroom discussion (Majlesi & Broth 2012; epistemic search sequences, Jakonen & Morton 2015). The sequences in the present study are comparable to these types of epistemic search sequences.…”

Communicating knowledge, getting attention, and negotiating disagreement via videoconferencing technology: A multimodal analysis

“…In a study on language learners Jakonen and Morton (2015) show students seeking information, and then returning to their work once they have received a suitable answer. Taking a similar approach Serk and Jacknick (2015) explore smiles in epistemic interactions, showing that smiles maintain affiliation and promote progressivity of talk.…”

Multimodal conversation analysis and CLIL classroom practices

“…Heritage 2012), approaches 'knowing' (or 'not knowing') as matters that participants 'do' in interaction. For example, Jakonen & Morton (2015) investigated sequences of peer interaction in a CLIL history class that began when one student conveyed a knowledge gap. By exploring how such gaps were treated, the authors showed that the interactional management of a student's epistemic status as either a 'knower' or 'not-knower' in peer interaction is very different from teacherstudent interaction, where teachers are treated as having primary access to knowledge.…”