Abstract:Recent research on L2 interaction and interactional competencies shows that L2 learners deploy a great diversity of interactional resources and adapt their talk to context-sensitive differences in various institutional settings. Although there is a growing interest in how these resources vary in different settings, comparative investigations into the interactional mechanisms in different contexts is scarce. With this mind, using Conversation Analysis, this study sets out to provide a snapshot of how a focal L2… Show more
“…Our approach to data stems from an ethnographic and emic perspective and is based on the theoretical and methodological premises of Conversation Analysis (CA) to describe the numerous resources comprising L2 users' IC. As Balaman and Sert (2017) put it, "CA provides a complete picture of situated participant orientations mainly through the socio-analytic constructs such as turn-taking, sequence organisation, preference organisation, and repair" and enables the researcher to determine how speakers demonstrate they understand each other in the "context-shaped and context-renewing" (Heritage, 1984) character of any interaction. Through these data we focus on the impact this project has had on the L2 interactive competence of the participating secondary school students and the resources they mobilised to achieve an effective communication in ELF when interacting with peers with a different L1.…”
Classroom Practices and Participation contributes to a better understanding of plurilingual education in Catalonia by providing a description of the interactional resources mobilised by learners as social actors.This volume is a collection of studies that show interactions containing plurilingual and multimodal sequences that illustrate moments of potential acquisition of aspects of language use. Analysing data collected through ethnographic fieldwork, the studies explore interactions in primary, secondary and tertiary milieus as well as non-formal settings and examine how participants organise their interaction, their ways of participating, and the resources they mobilise for them. The linguistic policies of the educational settings studied establish the use of a given language but contain samples of plurilingual practices in which languages like Arabic, Catalan, English, French, Greek, Mandarin, Punjabi, Riffian Berber Spanish and Urdu come into play. The chapters explore the links between these practices and the construction of participation in the ongoing interaction.Although focused on language education in Catalonia, results can be transferred to classrooms worldwide that host plurilingual learners. Thus, the volume is an excellent resource for teachers and researchers interested in plurilingual education and can be used as a reference book in doctoral studies and teacher training programmes in this research field.
“…Our approach to data stems from an ethnographic and emic perspective and is based on the theoretical and methodological premises of Conversation Analysis (CA) to describe the numerous resources comprising L2 users' IC. As Balaman and Sert (2017) put it, "CA provides a complete picture of situated participant orientations mainly through the socio-analytic constructs such as turn-taking, sequence organisation, preference organisation, and repair" and enables the researcher to determine how speakers demonstrate they understand each other in the "context-shaped and context-renewing" (Heritage, 1984) character of any interaction. Through these data we focus on the impact this project has had on the L2 interactive competence of the participating secondary school students and the resources they mobilised to achieve an effective communication in ELF when interacting with peers with a different L1.…”
Classroom Practices and Participation contributes to a better understanding of plurilingual education in Catalonia by providing a description of the interactional resources mobilised by learners as social actors.This volume is a collection of studies that show interactions containing plurilingual and multimodal sequences that illustrate moments of potential acquisition of aspects of language use. Analysing data collected through ethnographic fieldwork, the studies explore interactions in primary, secondary and tertiary milieus as well as non-formal settings and examine how participants organise their interaction, their ways of participating, and the resources they mobilise for them. The linguistic policies of the educational settings studied establish the use of a given language but contain samples of plurilingual practices in which languages like Arabic, Catalan, English, French, Greek, Mandarin, Punjabi, Riffian Berber Spanish and Urdu come into play. The chapters explore the links between these practices and the construction of participation in the ongoing interaction.Although focused on language education in Catalonia, results can be transferred to classrooms worldwide that host plurilingual learners. Thus, the volume is an excellent resource for teachers and researchers interested in plurilingual education and can be used as a reference book in doctoral studies and teacher training programmes in this research field.
“…Although this is a general analytical issue pertinent to all comparisons in CA (cf. Balaman & Sert, ; Wagner, Pekarek Doehler, & González‐Martínez, ; Zimmerman, ), with L2 speakers, this issue may be even more challenging, as L2 speakers' practices for accomplishing particular actions may undergo quite rapid changes. We believe that researchers should attend to these methodological challenges by maintaining a narrow focus and being informed by methodologically more convincing studies in the growing body of literature (Nguyen, ).…”
Section: Methodological Issues In Studying the Development Of L2 Icmentioning
confidence: 99%
“…González‐Lloret, , ; Tudini & Liddicoat, , for reviews of CA research on computer‐mediated communication and computer‐assisted language learning). However, video‐based online interaction (Balaman & Sert, ; Nguyen, ; Nguyen & Langevin, ) has only recently been investigated with reference to the development of L2 ICs (Balaman, ; ; Balaman & Sert, , ; Sert & Balaman, ). Balaman and Sert's research has unpacked the interactional mechanisms of a rather under‐studied setting (i.e., an online task‐oriented L2 interactional setting), paved the way for further investigations of context‐specific differences in L2 IC and opened new avenues for the conceptualization of online L2 IC.…”
Section: Pedagogical Implications and Future Directionsmentioning
This paper reviews the research on the development of second language (L2) interactional competence. We first provide an overview of the historical advance-
“…In response to such calls, there has been a growing body of research examining tasks in process (e.g., Balaman & Sert, 2017a, 2017bHauser, 2009Hauser, , 2013Hellerman & Cole, 2009;Jenk, 2007Jenk, , 2009Kasper, 2004, Markee & Kunitz, 2013Mori, 200;Ro, 2018). Conversation analysis (CA) is the common framework that was used in those studies.…”
Section: Exploring L2 Learners' Task-related Identities In a Reading Circle Task Through Conversation Analysismentioning
confidence: 99%
“…Task interaction is a type of institutional interaction (Arminen, 2005;Heritage & Claymen, 2010) where learners frequently have mutual goals to achieve, and the task interaction is often locally adjusted to fit the institutional context. Seedhouse (1996Seedhouse ( , 2004Seedhouse ( , 2009 proposed three "interactional properties" that constitute the uniqueness of goals of the L2 classroom interaction which are "(1) language is both the vehicle and object of instruction; (2) the linguistic forms and patterns of interaction which the learners produce in the L2 will inevitably be linked in some way to the pedagogical purposes which the teacher introduces; and (3) the linguistic forms and patterns of interaction which the learners produce are subject to evaluation by the teacher in some way" (Seedhouse, 1996, p.109).…”
Section: Task Interaction Task-related Identity and Task Orientationmentioning
Using conversation analysis as the research approach, this study explores how L2 learners utilize their task-related identities during task interactions and how those identities are used as resources for task management. Eight students in an ESL academic reading class formed two groups while they did their reading circle task for six rounds. In each round, the students took turns to be in charge of a specific role in the discussion session (i.e., discussion leader, notetaker, vocabulary definer, and contextualizer). Data was collected from all rounds and analyzed for emerging patterns. Results showed that (a) the participants used each other’s assigned identities skillfully to orient the group to the institutional goal, and (b) the participants used their own existing obligations to problematize the task interactions. By providing insights on those dynamic task-related identities, this study broadens our understanding of interactions happening at the task implementation stage and suggests pedagogical implications.
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