Multimodal Participation and Engagement

Abstract

Traditionally, teachers and researchers have looked for student participation in moments when teachers provide interactional space for it – this book takes a more holistic approach, examining how learners are participating (or not) throughout classroom interaction. It looks beyond turn-taking to consider participation as a multimodal phenomenon, including actions such as posture and gaze. It also expands the scope of classroom conversation analysis in three ways: 1) by focusing on student actions 2) by incorporating multimodal analysis, and 3) by examining both language learning contexts and non-L2 classrooms. In doing so the book uncovers how the identity of ‘being a student’ is enacted and provides implications for practice, teacher education and observation including emphasis on teacher interactional awareness and reflective practice.

Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole‐class interaction in the foreign language classroom

“…Over the last two decades, multimodal conversation analysis (CA; Hall & Looney, 2019; Hofstetter & Keevallik, 2020; Meyer et al., 2017; Streeck et al., 2011) has been increasingly used to understand classroom discourse (e.g., Hall & Looney, 2019; Jacknick, 2021; Käantä, 2012, 2015). A considerable body of recent research has focused on how teachers and students use multimodal resources—such as gaze, hand gesture, or body movement—to conduct different communicative and pedagogical actions.…”

Doing registering, gearing up, and launching: Understanding student multimodality and the process of class participation

“…In recent years, CA researchers have increasingly begun to perform multimodal analysis, as exemplified in the term "multimodal gestalts" (Mondada, 2014c). It has become an especially common approach to investigating student participation in a pedagogical environment (Jacknick, 2011(Jacknick, , 2021Kääntä, 2010;Sert, 2015;Waring and Carpenter, 2019, among others). In the classroom, along with their verbal conduct, students frequently engage in complex embodied displays, which Jacknick (2021) explains as follows:…”

“…From the array of different potential methods, many previous studies have employed the analytic approach of multimodal conversation analysis (MCA), which enables researchers to perform a microanalysis of the participants' verbal and embodied practices in situ. These studies' objectives often involve supporting educators in improving their classroom instructional skills, as well as understanding student behavior in the classroom (e.g., Jacknick, 2018Jacknick, , 2021Lazaraton, 2004;Olsher, 2004;Seo and Koshik, 2010;Waring et al, 2013).…”

“…A number of previous studies in the educational field have also focused on multimodal student participation, considering the significant role it plays in the classroom (e.g., Frymier and Houser, 2016;Jacknick, 2018Jacknick, , 2021Sert, 2018;Walsh, 2011;Weaver and Qi, 2005). For instance, Sahlström (2002) claims that hand-raising is the most visible device that students utilize to convey their intention to self-select, while Mortensen (2009) conducted research on students' gaze and changes in body posture, identifying them as non-lexical pre-speech signals.…”

Aikuisten suomen kielen ja luku- ja kirjoitustaidon opiskelijoiden osallistumisen keinojen kehittyminen luokkahuonevuorovaikutuksessa

“…Hänen toimintansa edustaa Jacknickin matriisissa sitoutunutta osallistumista (ks. Jacknick, 2021). Toisaalta Karimin toiminta tuo myös näkyväksi, että hän tarvitsee melko paljon tukea kirjoitusprojektiinsa ja että kirjain-äännevastaavuuden hahmottaminen aiheuttaa hänelle haasteita.…”