The environment of a bilingual classroom as an interactional resource

Jakonen, Teppo

doi:10.1016/j.linged.2017.09.005

Cited by 26 publications

(11 citation statements)

References 31 publications

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“…Yet, in order to be able to refer to materials as actors, analyses of materials in use need to be built on orientations of students and teachers to the materials. Jakonen's (2015Jakonen's ( , 2018 and Matsumoto's studies, however, included only physical materials. How then can an audio-visual material-for instance, a film-be a language teaching material if we see a language teaching material as a physical matter?…”

Section: Introductionmentioning

confidence: 99%

“…It is also in line with Streek, Goodwin, & LeBaron's (2011) argument against the abstraction of the interacting body from the material world. In a more recent study, Jakonen (2018) built on his 2015 findings, showing how material orientations in a bilingual classroom environment are linked to emerging ideologies. Although Jakonen did not make direct links to learning or learning potentials, his studies have inspired research that employs the sequential tools of CA in investigating materials use.…”

Section: Introductionmentioning

confidence: 99%

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Learning Potentials Afforded by a Film in Task‐Based Language Classroom Interactions

Sert

Amri

2021

The Modern Language Journal

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The use of films as teaching and learning materials can provide a variety of opportunities for interaction in second language classrooms. Research on the usage of films in language‐learning tasks to provide opportunities for learning and interaction, however, is scarce. Drawing on a database of video‐recorded interactions in an upper‐secondary English‐as‐a‐foreign‐language classroom in Sweden and using multimodal conversation analysis, this study examines affordances of student interactions during a film‐based discussion task. Taking a sociomaterial perspective, we focus on students’ co‐narrations of the film in a group task and show how the emergent discussions about the film facilitate collaborative attention work (CAW). Our findings reveal that the CAW in this film‐based discussion task unfolds when students (a) correct each other, or (b) collaboratively search for words while discussing the scenes in the film. Our analysis of these sequences reveals the learning potentials that emerge in film‐based discussions. The findings have direct implications for the use of audio‐visual materials—in particular, films and movies—in language‐learning tasks.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning Potentials Afforded by a Film in Task‐Based Language Classroom Interactions

Sert

Amri

2021

The Modern Language Journal

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“…Material objects have been shown to be crucial resources in organising participation in the classroom and in constructing and interpreting information requests (Jakonen 2015(Jakonen , 2018. One recurrent challenging circumstance we have found in our data is related to how the material environment may be used as an epistemic resource to render the help request and problem presentation understandable.…”

Section: Objects As Epistemic Resources In Problem Presentationsmentioning

confidence: 87%

Interactional and epistemic challenges in students’ help-seeking in sessions of mathematical homework support: presenting the problem

Svahn

Bowden

2019

Classroom Discourse

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This article concerns students' help-seeking in one particular educational setting in Sweden, namely mathematical homework support. It presents in-depth analyses of video-recorded instances of interactions using multimodal conversation analysis. By exploring how tutors and students with no prior interactional history collaboratively establish an agreement upon what constitutes the student's problem, the study sheds light on the problem presentation and its interactional and epistemic challenges and pitfalls. The results of the study demonstrate the sequential pattern of help-seeking interactions and the crucial role of objects, such as notepads, as epistemic resources for determining the student's problem. It moreover shows how students put their (mis)understandings on display using verbal, embodied and material resources to describe their problem-solving efforts. Finally, it shows how epistemic framings of the help request are of consequence, in which responsibility for the problem presentation may be transferred from student to tutor.

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“…However, recent theoretical advancements in sociomateriality (Latour 2005) and new materialism (Toohey 2019) have challenged researchers to broaden this definition by arguing that all entities, including, people, objects, discourses, etc., are 'material'. In a similar vein, some recent studies drawing on multimodal approaches have considered other entities or even ephemeral phenomena such as gestures, boardwork, and the classroom environment as pedagogical materials since they can be leveraged to prompt language teaching/learning (Canagarajah 2018;Jakonen 2018;Matsumoto 2019). Embodied actions can be so closely coupled with materials that they cannot be easily separated from one another, as is the case of a pointing gesture towards text on the board (Matsumoto 2019).…”

Section: Introductionmentioning

confidence: 99%

Introduction: classroom discourse at the intersection of language education and materiality

Mathieu

Miguel

Jakonen

2021

Classroom Discourse

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This special issue provides a collection of research that examines the relationships between classroom materials and discourse in various second language education contexts. Together, these studies add to the field of language teaching and learning materials use research by offering new understandings of how materials -and how they are used in the classroom -can shape discourse. By utilising a wide range of theoretical and methodological approaches to explore materials use research, the contributors of the special issue demonstrate the importance of considering the material aspect of the language teaching/learning environment when studying classroom discourse. This introduction will situate the articles in the special issue in relationship to previous discourse and materials use research.

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The environment of a bilingual classroom as an interactional resource

Cited by 26 publications

References 31 publications

Learning Potentials Afforded by a Film in Task‐Based Language Classroom Interactions

Learning Potentials Afforded by a Film in Task‐Based Language Classroom Interactions

Interactional and epistemic challenges in students’ help-seeking in sessions of mathematical homework support: presenting the problem

Introduction: classroom discourse at the intersection of language education and materiality

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