Handling knowledge: Using classroom materials to construct and interpret information requests

Jakonen, Teppo

doi:10.1016/j.pragma.2015.10.001

Cited by 48 publications

(36 citation statements)

References 26 publications

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“…Previous studies on instructional activities with pedagogical purposes in language teaching and learning contexts have investigated how shared instructed vision in training learners to identify and work with linguistic objects may be accomplished (see, e.g., Brouwer, Rasmussen, & Wagner, ; Churchill et al., ; Eskildsen & Wagner, , ; Jakonen, ; Käänta, ; Majlesi, ; Mondada & Pekarek Doehler, ). They show at some level of detail how a linguistic object may be highlighted or marked to become observable and intelligible for language learners to see and/or hear it as a relevant linguistic or grammatical object of knowledge with particular form and function.…”

Section: Multimodality and Embodied Practices For Highlighting ‘Learnmentioning

confidence: 99%

Instructed Vision: Navigating Grammatical Rules by Using Landmarks for Linguistic Structures in Corrective Feedback Sequences

Majlesi

2018

The Modern Language Journal

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This study aims to show how multimodality, that is, the mobilization of various communicative resources in social actions (Mondada, 2016), can be used to teach grammar. Drawing on ethnomethodological conversation analysis (Sacks, 1992), the article provides a detailed analysis of 2 corrective feedback sequences in a Swedish-as-a-second-language classroom. It shows that teaching grammar using corrective feedback sequences is a collaborative activity between teachers and students, which requires both verbal and other embodied practices. Specifically, it demonstrates how the teachers made grammatical constructs visible, noticeable, and thus learnable through the use of multiple resources such as annotating and illustrating on a whiteboard or projection screen, using concrete meta-talk (Storch, 2008), together with nonverbal actions such as gesturing. The article argues that the practice of marking a linguistic structure through multiple resources creates 'landmarks' for teaching purposes. These landmarks were used (a) for an instructed vision through which the intelligibility of abstract grammatical concepts and relations as cognitive phenomena is constituted by a concrete set of observable and reportable actions, and (b) as prompts in organizing knowledge not only for the purpose of the current activity of teaching but also for future occasions.MULTIMODALITY HAS BEEN A TOPIC OF inquiry for some time in the domain of textual analysis, quite simply because most contemporary texts are no longer just straight word-based textual artifacts but show an intricate interlacing of multimodal resources in building texts. In contrast with a textual-analytical stance, the present study adopts an explicitly pedagogical orientation from an ethnomethodological conversation analytic (EM/CA) point of view (Mondada, 2014(Mondada, , 2016. The study aims to show how multimodality, that is, the use of multiple communicative resources, such as talk, body, and available artifacts, is indispensable to action-building in human activities including language teaching, here

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Section: Multimodality and Embodied Practices For Highlighting ‘Learnmentioning

confidence: 99%

Instructed Vision: Navigating Grammatical Rules by Using Landmarks for Linguistic Structures in Corrective Feedback Sequences

Majlesi

2018

The Modern Language Journal

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“…This double orientation towards Jonna as both being verbally modest in her claims while at the same time positioned as responsible is made possible through the coordination between talk, bodily stance and the text (c.f. Goodwin, 2007;Jakkonen, 2015;Mikkola & Lehtinen, 2014). As a material object, the text now changes from being a resource in the organization of the turn-taking, to also being transformed into an object that makes it possible to materialize the answer into a product that could be shown to the teacher, what Nevile et al (2014) describe as a practical accomplishment in the process of social interaction (p. 17).…”

Section: Working With Argumentative Texts As Part Of Reading Instructionmentioning

confidence: 99%

Material texts as objects in interaction – constraints and possibilities in relation to dialogic reading instruction.

Tanner

Olin-Scheller

Tengberg

2017

NJLR

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In this article we focus on the role of texts as material objects in the interaction between a teacher and her students in Swedish grade nine, working with critical reading of argumentative texts. With a Conversation Analysis approach, we investigate how texts are used as material objects in the organization of interaction between students and their teacher, as well as between students during group work. We also discuss what pedagogical implications the role of texts as material objects have for dialogicity in critical reading instruction. The result shows that texts as material objects are vital for the organization of interaction as they are used as resources in negotiating responsibility and primacy as well as for the distribution of turns between participants and to accomplish a representation of the answer to a reading task. A conclusion is that an intention to support dialogicity in reading instruction requires awareness of how dialogic and critical aspects of reading easily become subordinated to the aim of problem solving in classrooms as task work is organized around texts that are also material objects.

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“…In conversation analytic studies on educational settings, where texts usually have an important role, reading aloud has been regarded as being intimately connected to organization and management of task activities (see, for example, Davidson et al, 2014;Ford, 1999;Jakonen, 2015;Pitkänen-Huhta, 2003). In her analysis on conducting laboratory tasks, Ford (1999) observed that in the process of working on a task, a silent and private reading preceded the practice of reading aloud in public.…”

Section: Reading Aloud As An Interactional Phenomenonmentioning

confidence: 99%

“…The IRE turn-taking system (for instance, see Mehan, 1979) is closely related to the textbook design, particularly during the activity of teaching and learning the grammar of a foreign language (Pitkänen-Huhta, 2003). In group work settings, texts appear to be an important source for child-initiated learning (Melander & Sahlströ m, 2010), student requests and information-seeking questions (Jakonen, 2015), and teacher explanations (Karvonen, Tainio, Routarinne & Slotte, 2015;Tanner, 2014). The interactional analysis of the practice of using texts for the purposes of learning may also reveal the negotiation of students' epistemic and moral statuses in the creation of their institutional identities (Jakonen, 2015;Musk & Cekaite, 2015).…”

Section: Reading Aloud As An Interactional Phenomenonmentioning

confidence: 99%

“…In group work settings, texts appear to be an important source for child-initiated learning (Melander & Sahlströ m, 2010), student requests and information-seeking questions (Jakonen, 2015), and teacher explanations (Karvonen, Tainio, Routarinne & Slotte, 2015;Tanner, 2014). The interactional analysis of the practice of using texts for the purposes of learning may also reveal the negotiation of students' epistemic and moral statuses in the creation of their institutional identities (Jakonen, 2015;Musk & Cekaite, 2015). The management of problematic situations and discipline problems in classrooms may also be linked to the practice of working with texts (Damber, 2015).…”

Section: Reading Aloud As An Interactional Phenomenonmentioning

confidence: 99%

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Interactional organization and pedagogic aims of reading aloud practices in L1 education

Tainio

Slotte

2017

NJLR

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The aim of this article is to examine the students' and teachers' activities of reading aloud as it occurs in and through interaction in L1-classrooms in the sixth grade with 12-year-old students. Our data consists of video-recorded classroom interaction in Finnish comprehensive schools. The method adopted is conversation analysis. This analysis encompasses read-alouds with reference to genre, source of the text and recipients' visual access or non-access to the text. According to our analysis, the reading aloud a text is used to create a shared reference point in classrooms in terms of allocating turns, emphasizing the importance of the content or ideology of the text, deepening the knowledge and motivation for learning, fostering writing skills, or merely to enjoy the text or to fill up lesson time. In the discussion we reflect on read-alouds as a pedagogical tool for developing literacy skills in a classroom setting.

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Handling knowledge: Using classroom materials to construct and interpret information requests

Cited by 48 publications

References 26 publications

Instructed Vision: Navigating Grammatical Rules by Using Landmarks for Linguistic Structures in Corrective Feedback Sequences

Instructed Vision: Navigating Grammatical Rules by Using Landmarks for Linguistic Structures in Corrective Feedback Sequences

Material texts as objects in interaction – constraints and possibilities in relation to dialogic reading instruction.

Interactional organization and pedagogic aims of reading aloud practices in L1 education

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