Laughing and smiling to manage trouble in French-language classroom interaction

Petitjean, Cécile; González-Martínez, Esther

doi:10.1080/19463014.2015.1010556

Cited by 43 publications

(39 citation statements)

References 31 publications

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“…This could index knowledge of different practices, while simultaneously providing a solution to the study, and promoting his knowledgeability and membership in the RGM. What stands out, though, is the co‐occurrence of smiles and laughter at the end of Jihun's turn in line 98, which minimizes face threats stemming from his assertion of expertise in line 97 (Canagarajah, 2013; Petitjean & González‐Martínez, 2015; Sert & Jacknick, 2015). Considering his junior position as a post‐doctoral scholar, it is crucial for Jihun to index affiliation with his colleagues; however, his evaluation and subsequent solution signal his alignment with the problem‐solving activity in his stance.…”

Section: Discussionmentioning

confidence: 99%

“…From this standpoint, Jihun's use of verbal and gestural resources suggest that navigating potentially face‐threatening situations in academic meetings is a key component for scholars to index their communicative abilities in Inner Circle institutions, where statuses are much less hierarchical than in Korean universities. Such work does not rely on the use of English per se, but the collaborative use of multiple resources that convey this kind of affiliation (Hakaana, 2010; Petitjean & González‐Martínez, 2015; Sert & Jacknick, 2015) and politeness (Kuroshima, 2010). Consequently, effective communication in academic settings is not accomplished just through sound grammatical structures, but through verbal and semiotic resources that also point to membership to academic communities and disciplinary expertise.…”

Section: Discussionmentioning

confidence: 99%

“…We extend this notion further in that communicative practices make use of these diverse resources, and this also requires an understanding of social relationships, and how to best navigate through them—especially in instances where international scholars are novices in comparison to their supervisors or primary investigators. For example, scholarship in conversation analysis has verified how people navigate power disputes in instances where interactants do not provide preferred responses (Haakana, 2010; Kuroshima, 2010; Petitjean & González‐Martínez, 2015; Sert & Jacknick, 2015) and are incapable or unwilling to align with the interactional activity at hand (Jenks, 2012; Muntigl, 2013). In classroom interactions, learners employ diverse resources, such as gestures or affective strategies to index affiliation because they are not able to provide preferred responses (as in correct answers) (Petitjean & Gonzales‐Martinez, 2015; Sert & Jacknick, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…For example, scholarship in conversation analysis has verified how people navigate power disputes in instances where interactants do not provide preferred responses (Haakana, 2010; Kuroshima, 2010; Petitjean & González‐Martínez, 2015; Sert & Jacknick, 2015) and are incapable or unwilling to align with the interactional activity at hand (Jenks, 2012; Muntigl, 2013). In classroom interactions, learners employ diverse resources, such as gestures or affective strategies to index affiliation because they are not able to provide preferred responses (as in correct answers) (Petitjean & Gonzales‐Martinez, 2015; Sert & Jacknick, 2015). Such a line of inquiry is significant to us, because it reveals that interactants participate and keep interactions moving with other tools that are not grammatical—in this case, they are semiotic and often co‐occur with other linguistic or spatial repertoires.…”

Section: Literature Reviewmentioning

confidence: 99%

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The strategic use of translingual resources in Inner Circle academic settings

Rincon-Mendoza

Canagarajah

2020

World Englishes

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Standardized American English is treated as normative for US academic interactions. However, international scholars use translingual practices effectively to negotiate academic relationships and practices. In a sequential analysis of research group meetings (RGMs), we show the importance of spatial repertoires in stance negotiations to understand how normative English is renegotiated in Science, Technology, Engineering, and Math (STEM) mentoring interactions. The strategic use of spatial repertoires by an international scholar demonstrates the competence he brings for effective stancetaking in academic communication, belying his classification as lacking proficiency in academic English. Our findings highlight the deft negotiations of power through the scholar's orientations towards verbal and semiotic resources in interpersonal stances. We show that regardless of institutional hierarchies, positions taken by senior and novice scholars reflect the fluidity in knowledge and expertise in STEM. The use of spatial repertoires mediates the negotiation of these relationships and language norms.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

The strategic use of translingual resources in Inner Circle academic settings

Rincon-Mendoza

Canagarajah

2020

World Englishes

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“…The timing of Andreas's laughter might orient to the previous (and unsolved) spelling trouble. Oscar responds with laughter (line 6), possibly achieved as trouble management (see Petitjean & González‐Martínez, ). While Andreas engages in further laughter (line 7), Oscar produces an account: >ja men det st(h)år ju ingenting där.< (“yes but it doesn't say anything there,” line 8), with emphasis on the word st(h)år (“say”), which is interspersed with a laughter token.…”

Section: Discussionmentioning

confidence: 99%

Tracking Immanent Language Learning Behavior Over Time in Task‐Based Classroom Work

Kunitz

Marian

2017

TESOL Quarterly

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In this study, the authors explore how classroom tasks that are commonly used in task-based language teaching (TBLT) are achieved as observable aspects of local educational order (Hester & Francis, 2000) through observable and immanently social classroom behaviors. They focus specifically on students' language learning behaviors, which they track through the longitudinal conversation-analytic methodology called learning behavior tracking (LBT) (Markee, 2008). From a theoretical point of view, they situate LBT within the ethnomethodological (EM) perspective on social action pioneered by Garfinkel (1967) and relate it to socially defined ways of understanding planning (Burch, 2014;Markee & Kunitz, 2013). In the empirical part of the article, the researchers analyze TBLT work that was conducted in an English as a foreign language (EFL) classroom in a Swedish junior high school. Specifically, they track the occurrences of a learnable (the spelling of the word disgusting) that was emically oriented to as such by the students as they engaged in planning and accomplishing teacher-assigned tasks. The authors then develop an emic, sequential account of the participants' practical reasoning and dynamically evolving epistemic positions. They argue that this kind of basic empirical research refines our understanding of how TBLT curriculum work is achieved by participants as practical, mundane, and observable activities in language classrooms, and that these insights may feed into more applied research on teacher training, thereby fostering the design of instructional innovations.

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Conversation Analysis and Laughter

Holt¹

2020

The Encyclopedia of Applied Linguistics

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Conversation analytic research has revealed that nonlinguistic elements of communication are as important and as ordered as linguistic ones; one of these is laughter. This entry reviews central findings in the area focusing on the recurrent positions of laughter within turns and sequences. Consideration is given to the relationship between laughter and its referent or the “laughable,” and the various ways in which laughter contributes to the ongoing action sequence; including its role in inviting reciprocating laughter, showing troubles resistance, closing topics, and displaying affiliation. Recent research in this area has tended to continue the tradition of examining laughter in institutional settings, including medical consultations, therapy, business meetings, and classrooms. Several themes are recurrent in this research concerning the association between laughter and delicate environments, its association with affiliation and disaffiliation, asymmetries in the use of laughter, and, thus, how it connects with institutional and interactional identities. These studies demonstrate that laughter plays a crucial role both in managing the interactional tasks at hand and in establishing and maintaining identities and relationships.

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Laughing and smiling to manage trouble in French-language classroom interaction

Cited by 43 publications

References 31 publications

The strategic use of translingual resources in Inner Circle academic settings

The strategic use of translingual resources in Inner Circle academic settings

Tracking Immanent Language Learning Behavior Over Time in Task‐Based Classroom Work

Conversation Analysis and Laughter

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