Show that you know – Explanations, interactional identities and epistemic stance-taking in family talk and peer talk

Morek, Miriam

doi:10.1016/j.linged.2014.10.004

Cited by 46 publications

(33 citation statements)

References 40 publications

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“…Communicating and accepting knowledge, coordinating attention, and disagreeing are everyday occurrences, which quite often are incorrectly viewed as solely language-based (Morek, 2015;Heritage, 2012;Holmes and Marra, 2004;Marra, 2012). Taking a multimodal perspective, we have shown that communicating knowledge, coordinating attention, and disagreeing are not primarily produced through language, but rather are performed through the interconnection of always multiple modes such as gaze, gesture, posture or object handling with or without language.…”

Section: Resultsmentioning

confidence: 89%

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Communicating knowledge, getting attention, and negotiating disagreement via videoconferencing technology: A multimodal analysis

Norris

Pirini

2017

Jour Of Org Know Com

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This article examines dyadic team work via video conferencing (inter)actions and explicates communicating and accepting knowledge, coordinating attention, and disagreeing. We demonstrate that such knowledge communication, which in the literature quite often is viewed as solely or primarily language-based is, is in fact always multimodal. Communicating knowledge, coordinating attention, and disagreeing are always performed through the interconnection of multiple modes from gaze and gesture, to posture and object handling, and may be produced with or without language. According to our findings presented here, the verbal acceptance of knowledge lags much behind the action that already demonstrated a participant's acceptance of another's knowledge. Language use also tells us little about the attention that a participant may pay, as being quiet might easily be misinterpreted as listening. Further, our findings show that language is never used alone in disagreements, rather, language may build an aggregate with other modes, and language may be super-ordinated or sub-ordinated to other modes in (inter)action. The article illustrates the complexity of everyday knowledge communication, which is relevant for educational and also particularly to organizational settings.

show abstract

Section: Resultsmentioning

confidence: 89%

“…If successful, explanations result in comprehension and knowledge gains on the part of the addressee. (Morek, 2015: 2)…”

Section: Knowledge Communicationmentioning

confidence: 99%

Communicating knowledge, getting attention, and negotiating disagreement via videoconferencing technology: A multimodal analysis

Norris

Pirini

2017

Jour Of Org Know Com

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“…Accordingly, students who participate adequately in classroom discourse have to recognize contextually when to place which discourse practice (e.g., explanation instead of narratives), master the specific textualization patterns (e.g., explaining general procedures step-by-step), and use a specific lexical and grammatical repertoire to mark it (e.g., Bthat's why^for explaining). A study comparing the same fifth graders' activities in families, peer groups, and class (Morek, 2015) revealed that contextualization competence is the key competence to participate adequately in class. It strongly depends on acquisitional contexts outside school and therefore forms a source of social differences.…”

Section: Discourse Practices and Discourse Competence In The Interactmentioning

confidence: 99%

Discourse competence as important part of academic language proficiency in mathematics classrooms: the case of explaining to learn and learning to explain

et al. 2018

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Language, which plays a special role for the learning of mathematics, is investigated in this article for the specific discourse practice of explaining during whole-class discussions: On the one hand, explaining is a medium for learning since school cannot be thought of without communication. On the other hand, students at the beginning of secondary school are still in the process of language acquisition and are also still learning how to communicate mathematically. Thus, students are learning to explain in mathematics classrooms. This empirical study focuses on the overall question of how discourse competence, participation in classroom discourse, and mathematical learning opportunities are related. For that purpose, the approach of Interactional Discourse Analysis is introduced to mathematics education research and coordinated with the Interactional-Epistemic Perspective from mathematics education. The relevance of explaining is shown theoretically and empirically and a description is given of how limited discourse competence and limited epistemic participation proceed across situations.

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“…In this respect, the stories not only serve to present and to exchange information, but also to perform situationally relevant identities (cf. Morek, 2015;Preece, 2015). The stories provide restagings of typical scenes between a mother and her child and thereby bring these identities into the foreground.…”

Section: Analytical Approach: Assessing and Characterizing Pupils In mentioning

confidence: 99%

“…Morek, 2015) are pertinent to the analysis of the fragmented stories. The child is perspectivized as a pupil in the two contexts of the home and the school.…”

Section: Analytical Approach: Assessing and Characterizing Pupils In mentioning

confidence: 99%

Narrative constructions of school-oriented parenthood during parent–teacher-conferences

Kotthoff

2015

Linguistics and Education

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Show that you know – Explanations, interactional identities and epistemic stance-taking in family talk and peer talk

Cited by 46 publications

References 40 publications

Communicating knowledge, getting attention, and negotiating disagreement via videoconferencing technology: A multimodal analysis

Communicating knowledge, getting attention, and negotiating disagreement via videoconferencing technology: A multimodal analysis

Discourse competence as important part of academic language proficiency in mathematics classrooms: the case of explaining to learn and learning to explain

Narrative constructions of school-oriented parenthood during parent–teacher-conferences

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