The classroom moral compass – participation, engagement and transgression in classroom interaction

Hazel, Spencer; Mortensen, Kristian

doi:10.1080/19463014.2017.1282881

Cited by 22 publications

(15 citation statements)

References 40 publications

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“…Players are accountable for keeping to the game-turn order, and skipping game turns is a sanctionable occurrence (though players manage without a mediator, contrast to teacher mediation in Hazel & Mortensen, 2017). When Cat's game turn reaches possible completion, below (L1-4), the next player should be Bee, but Ada initiates her game turn instead (L7) in overlap with Cat's postcompletion assessment of her own game turn (L5-6).…”

Section: Overlap and Skippingmentioning

confidence: 99%

Achieving Preallocation: Turn Transition Practices in Board Games

Hofstetter

2020

Discourse Processes

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This paper contributes an analysis of practices for managing a preallocated turn-taking system in board games, expanding existing studies of preallocation beyond question-answer sequences. Although board games have existed for thousands of years across human cultures, and despite being a widely used method of data elicitation in many fields of research, there are few studies of how adults accomplish play. Using conversation analysis, this paper demonstrates how participants organize transition between boardgame turns, finding that participants treat the game turns as analogous to the organization of pre-and post-possible completion. However, the preallocated nature of game turns results in alternate sense making concerning delays and overlap, especially where such occurrences threaten the achievement of the activity. Data are in English. Turn-taking is used for the ordering of moves in games. .. (Sacks et al., 1974, p. 696). Sacks et al.'s (1974) description of turn-taking in conversation was a landmark in research on naturalistic interaction. As two recent studies demonstrated, similar turn-taking systems can exist even in nonspeaking social activities, such as skateboarding and swing dance jam sessions (Ivarsson & Greiffenhagen, 2015; Keevallik & Ekström, 2019). Further work has elaborated how turn-taking operates in institutional environments (Drew & Heritage, 1992), where the system is altered, especially with respect to the preallocation of turns and rights to types of turns. Although preallocation of turns has been noted, it has been dismissed from investigation because "to the extent that the order in which speakers" talk is fixed by virtue of the turn allocation restrictions, speaker selection is built into the system, and therefore is not locally managed' (Atkinson & Drew, 1979, p. 62). The current research shows that even preallocation of turns can only be achieved via members' interactional work. It is worth expanding our investigation into preallocation since so many activity settings (institutional interaction such as interviews, various forms of leisure and professional play or sport, etc.) involve various methods for delimiting rights to next turns. Games are a perspicuous setting for analyzing preallocated turn order given their ubiquity throughout human history, across cultures, and across forms of human research (see below). Although games are commonly used as a convenient example of social structure (DiCicco-Bloom & Gibson, 2010, see also the epigraph), they are rarely analyzed in their own right as an activity that involves social work to achieve. With this research, I aim to change that by examining how one element of preallocation is achieved in board games-namely, the management of game-turn transitions. This research makes two contributions to the study of language in interaction: First, it reports how preallocated turn-transition is managed by participants and how this system compares to Schegloff's (1996) description of pre-and post-possible completion, and second, it provides a framewor...

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Section: Overlap and Skippingmentioning

confidence: 99%

Achieving Preallocation: Turn Transition Practices in Board Games

Hofstetter

2020

Discourse Processes

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“…Selityspyyntöihin kytkeytyvä normisto implikoi moraalista ulottuvuutta, joka koskee muun muassa tiedon, tietämisen sekä tiedon pyytämisen vastuuta ja oikeutta. Selityspyyntöihin liittyvä moraalinen ulottuvuus nousee keskustelun pinnalle siten, että osallistujat kohtelevat itseään ja toisiaan selontekovelvollisina suhteessa jaettuihin normeihin ja erityisesti normien rikkomiseen (Hazel & Mortensen, 2017).…”

Section: Johdantounclassified

“…) Toisaalta puhuja, joka kokee haastavansa odotuksia ja taustaoletuksia tai ylittävänsä yhteisiä normeja, saattaa selittää tai perustella selonteolla omaa toimintaansa ja sitä kautta normalisoida valintojaan, esimerkiksi meidän tarkastelemissamme tapauksissa omaa selityspyyntöään (ks. myös Hazel & Mortensen, 2017). Selontekoja (accounts, ks.…”

Section: Johdantounclassified

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Opiskelijoiden oma-aloitteiset selityspyynnöt ja niiden käsittely - neuvottelua luokkahuoneen episteemisistä oikeuksista ja velvollisuuksista

Merke

Heinonen

Karvonen

2020

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Tutkimus käsittelee opiskelijoiden selityspyyntöjä sekä pyyntöjen yhteydessä esitettyjä selontekoja. Tutkimuksessa vertaillaan selityssekvenssejä kolmesta eri oppimiskontekstista, joista kaksi on yliopistokursseja ja yksi yläkoulun luokkahuonetilanne. Tutkimuksen metodi on etnometodologinen keskustelunanalyysi. Analyysin perustana on selityssekvenssi, joka esitetään toiminnallisena ja tiedollisena kokonaisuutena. Aineistossa selityspyyntöä käsitellään pääosin odotuksenmukaisena ja oikeutettuna toimintana ainakin silloin, kun pyyntö palvelee senhetkistä kokonaistoimintaa ja toiminnan päämäärää. Fokuksessa ovat selityspyynnöt, joiden muotoiluun liittyy perusteluja ja täsmennyksiä tai joita joko pyytäjä tai pyynnön vastaanottaja käsittelevät epäodotuksenmukaisina suhteessa vuorovaikutustilanteen normiodotuksiin. Tutkimuksen keskeisin tulos on, että selityspyyntöihin liittyvät selonteot kertovat osallistujien tarpeesta neuvotella selityspyyntöihin ja selitystoimintaan liittyvästä episteemisestä ja moraalisesta ulottuvuudesta. Osallistujat osoittavat selityspyyntöihin liittyvillä selonteoilla, että selityspyynnöille ja selityksille tarvitaan kontekstikohtainen legitimiteetti, joka tukee selityspyynnön onnistumista tai joissain tapauksissa sanktioi pyynnön.

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“…The phenomenon of the shy and reticent international student in U.S. college classrooms, particularly those from Southeast Asia, is a common topic of inquiry in international education. The students' lack of participation in classroom conversations is problematized as contributing to unsatisfactory classroom experience for instructors and the students themselves [1,2]. Recognizing that these students' English language skills are not comparable to that of native English speakers (NES), scholars have called for remedial attention to enhance intercultural exchange in the classroom.…”

Section: Introductionmentioning

confidence: 99%

The Segregation of Foreigners in U.S. Mainstream Classrooms

Lee

2019

Sustainability

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1) This study investigates the norms of speaking in the classroom by examining the speaking practices of Japanese international students (JIS)-a nonnative English speaking group-in classroom conversations with native English speakers (NES). (2) Semi-structured interviews in Japanese were conducted with 12 JIS in undergraduate programs at a predominantly White university in the United States.(3) The use of speech codes theory and Hymes's SPEAKING framework, coupled with the grounded theory, reveal that all the interviewees dealt with conflicting feelings of eagerness and dread when deciding whether or not to participate in classroom conversations. The JIS revealed threatening classroom dynamics that made them feel inadequate, isolated, and intimidated. The norms for speaking in the classroom subjugate the JIS into silent observers and subalterns who lack colloquial English skills or local cultural knowledge. Unforgiving sanctions, including discrimination, exclusion, ignorance, and silent treatment, are used by the NES to illegitimize JIS membership in the classroom community. (4) These micro-level nuances of classroom culture are discussed in relation to the macro-level institutionalized structures of U.S. higher education that are, in turn, embedded in the socio-historical dynamics of the nation.

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The classroom moral compass – participation, engagement and transgression in classroom interaction

Abstract: This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence Newcastle University ePrints -eprint.ncl.ac.uk Hazel S, Mortensen K. The classroom moral compass -participation, engagement and transgression in language classroom interaction.

Cited by 22 publications

References 40 publications

Achieving Preallocation: Turn Transition Practices in Board Games

Achieving Preallocation: Turn Transition Practices in Board Games

Opiskelijoiden oma-aloitteiset selityspyynnöt ja niiden käsittely - neuvottelua luokkahuoneen episteemisistä oikeuksista ja velvollisuuksista

The Segregation of Foreigners in U.S. Mainstream Classrooms

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