Finger dialogue: The embodied accomplishment of learnables in instructing grammar on a worksheet

Majlesi, Ali Reza

doi:10.1016/j.pragma.2014.01.003

Cited by 30 publications

(21 citation statements)

References 46 publications

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“…While Markee focuses on learning processes in a language classroom, I will be extending this to learning processes in conversations-for-learning. The latter, LOT, is then used to provide evidence for whether or not the object of such learning processes, a 'learnable' (Majlesi, 2014), is actually learned. In order to demonstrate learning, it is necessary to demonstrate change, and Ellis (2010) argued that this change can occur at three different levels.…”

Section: Word Learning and Learning Opportunities In Interactionmentioning

confidence: 99%

Learning and the Immediate Use(fulness) of a New Vocabulary Item

Hauser

2017

The Modern Language Journal

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Within the framework of Conversation Analysis for Second Language Acquisition (CA‐SLA), this study uses learning behavior tracking (LBT) (Markee, 2008) with longitudinal data to investigate word learning by one adult second language (L2) user of English. The adult is a first language (L1) user of Japanese with limited proficiency in English. Data are drawn from audio‐recorded conversations‐for‐learning (Kasper, 2004) between this adult and the researcher, an L1 user of English and L2 user of Japanese, across a 7‐month period. The analysis focuses on the learning of the word near and the nonuse of the synonym close. Repair work is found to create opportunities for learning. It is argued that a word is likely to be learned if it is found to be immediately useful. Methodologically, this study shows that CA‐SLA used with longitudinal data can be used to investigate word learning, meeting the criteria developed by Ellis (2010) for showing learning.

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Section: Word Learning and Learning Opportunities In Interactionmentioning

confidence: 99%

Learning and the Immediate Use(fulness) of a New Vocabulary Item

Hauser

2017

The Modern Language Journal

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“…in the teacher's vocabulary explanation (Lazaraton, 2004;Mortensen, 2011), teaching grammar (Churchill et al, 2010;Majlesi, 2014), pronunciation correction (Broth & Forsberg Lundell, 2013), students' group planning, pre-task planning and the actual implementation of tasks as a coconstruction process (e.g. Kunitz, 2013;Musk, 2013), etc.…”

Section: Em/ca and Language Learning Activitiesmentioning

confidence: 99%

“…The aim is to show some procedural activities in accomplishing teachable moments (Alibali, Flevares & Goldin-Meadow, 1997) and learning opportunities. I propose to analyze these learning and teaching projects and opportunities in terms of learnables (Majlesi & Broth, 2012;Majlesi, 2014;Zemel & Koschmann, 2014). By learnable, I mean a 'thing' or a 'phenomenon', in this case pertaining to language (i.e.…”

Section: Introductionmentioning

confidence: 99%

Learnables in Action : The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms

Majlesi¹

2014

Self Cite

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This doctoral dissertation is an empirical qualitative research study on the emergence of learnables in classrooms of Swedish as a second language. It adopts a dialogical and praxeological approach, and analysis is based on video recorded teacher-student interactivities in classrooms. Learnables are taken to be linguistic items or constructs that are displayed as unknown by students, or problematized by students or teachers, and therefore oriented to as explainable, remediable, or improvable. Learnables are introduced in planned or less planned classroom activities, either in passing, while continuing the current main activity, or in side-sequences. In these activities, teachers and students not only talk, but also use other embodied resources (e.g. pointing) or available artifacts (e.g. worksheets) to highlight linguistic learnables. Teachers and students use these resources for achieving and maintaining intersubjectivity as well as contributing learnables to the interactivities. Through manifest embodied practices, abstract linguistic learnables become objectified, and knowledge about them gets organized in and through joint co-operative activities.

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“…We argue that they use the bodily-material resources as 1) a communicative and illustrative resource for showing each other their understandings, 2) a cognitive auxiliary tool scaffolding knowledge building, and 3) a way of shepherding (Cekaite, 2010) and instructing each other. Further, we discuss how we view this as particularly relevant to the (re)growing interest in co-located collaborative environments (Higgins, Mercier, Burd, & Joyce-Gibbons, 2011) within CSCL and a more general interest in the role bodily-material resources play in learning, interaction, and collaboration (Alibali & Nathan, 2012;De Freitas & Sinclair, 2014, Jornet & Steier, 2015Jornet & Roth, 2015;Lindwall & Ekström, 2012;Majlesi, 2014). Thus, our study forms part of what could be termed the bodily turn in learning and within CSCL, and adds to our current understanding of learning, interaction and collaboration by explicating the intricate ways bodily-material resources are used in meaning-making practices.…”

Section: Introductionmentioning

confidence: 99%

“This is the size of one meter”: Children’s bodily-material collaboration

Davidsen

Ryberg

2017

Intern. J. Comput.-Support. Collab. Learn

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In CSCL studies, language is often foregrounded as the primary resource for engaging in collaborative learning, while the body is more often positioned as a secondary resource. There is, however, a growing interest in the body as a resource in learning and collaboration in and outside CSCL. In this paper, we present, analyse, and discuss how two nine-year-old children collaborate through gesturing and moving their bodies around a touchscreen. The pair is working with the concept of scale and area measurement and are in midst of copying their rooms from paper to touchscreen. During this process, the pair engages in a discussion regarding the size of one meter through language, gestures and manipulation of the material resources. The analysis shows two distinct ways of understanding the length of one meter, which primarily are visible through the children's gestures and bodily movements. In the analysis we show how the children dynamically produce bodymaterial resources for communicative and illustrative purposes; moreover, they use body-material resources as a cognitive tool and as a way of shepherding each other. The study forms part of a body of studies analysing and theorizing the body in education, learning, and interaction. We discuss the wider impact of our findings and argue how they may challenge and improve studies relying mainly on a coding and counting approach or automated capture of e.g. gestures. In addition, we provide a detailed multimodal representation of the subtle bodily-material resources, which we argue is a modest contribution to a catalogue of ways of representing and making bodily-material resources visible in CSCL research. Keywordsbodily-material resources for learning * embodied meaning-making practices * touchscreens * video analysis * concept of scale "When the proportions of architectural composition are applied to a particular building, the two-termed relationship of the parts to the whole must be harmonized with a third term-the observer. He not only sees the proportions of a door and their relationship to those of a wall (as he would in a drawing of the building), but he measures them against his own dimensions. This threetermed relationship is called scale." (Britannica Online Encyclopedia, 2014).

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Finger dialogue: The embodied accomplishment of learnables in instructing grammar on a worksheet

Cited by 30 publications

References 46 publications

Learning and the Immediate Use(fulness) of a New Vocabulary Item

Learning and the Immediate Use(fulness) of a New Vocabulary Item

Learnables in Action : The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms

“This is the size of one meter”: Children’s bodily-material collaboration

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