The Multimodal Organisation of Teacher-Led Classroom Interaction

Kääntä, Leila

doi:10.1057/9781137340733_5

Cited by 18 publications

(21 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The analysis conducted in this study originally draws on the general principles of sociocultural discourse analysis, complemented with conversation analysis techniques. Whereas a sociocultural approach to discourse analysis is less focused on the language itself and more on the functions language serves for joint activity analysis (Mercer, 2004), conversational analysis techniques provide ways to access data-emerging patterns (Hsu, Roth, & Mazumder, 2009) or single turns such as teacher feedback (Hall, 2007;Macbeth, 2004;Cullen, 2002) complemented with the consideration of gestures or other multimodal features (Lim, 2019;Kääntä, 2015). A microscopic approach can explicitly demonstrate the prevailing phenomena through the consideration of single turns and gestures (Sert, 2015).…”

Section: Data Collection and Analysismentioning

confidence: 99%

“…As to the methodological issues, we have presented how specific features of multimodality (Kääntä, 2015) can be applied to point out authoritative and dialogic indicators finally constituting passages or an entity of an episode. As we have previously detected indicators, in particular for dialogicity (Lehesvuori, Ramnarain, & Viiri, 2018), here we have also highlighted indicators related to authoritative passaging.…”

Section: Limitations and Implicationsmentioning

confidence: 99%

“…Whereas in the second example the teacher's non-verbal action or a gesture (Lim, 2019) played a major role in authoritatively maintaining the dialogic space as open for student-student interaction, and in the third example, the prosody and consideration of falling and rising intonations (see Lehesvuori, Ramnarain, & Viiri, 2018) played a role when weighing up the authoritativeness and dialogicity of the teacher talk. In summary, instead of addressing multimodal features equally in each example (Kääntä, 2015), one of the multimodal features is given weight in each individual example to stress indicators related to authoritativeness and dialogicity.…”

Section: Limitations and Implicationsmentioning

confidence: 99%

See 2 more Smart Citations

Teacher orchestration of classroom interaction in science: exploring dialogic and authoritative passages in whole-class discussions

Lehesvuori

Hähkiöniemi

Viiri

et al. 2019

International Journal of Science Education

View full text Add to dashboard Cite

Whereas science is fundamentally a result of a dialogic debate, the authoritative approach has been conceived of as a fundamental part of school science. Dialogic interactions encompass the mutual appreciation of different ideas manifested in teacher supportiveness toward students and, in authoritative interactions, the focus is more on the science's or teacher's point of view.Whereas dialogic and authoritative interactions have been viewed as oppositional in recent educational research, authoritative interactions could well be the seed for and give strength and meaning to dialogic interactions, and thus, to the overall dialogue. The focus in this study is on the interplay between authoritative and dialogic interactions rather than on the rivalry between them. In other words, we present how both dialogic and authoritative interactions can be essential for teacher orchestration of whole-class discussions. This is achieved through a temporal consideration of the interactions and an in-depth analysis of selected episodes of a case science teacher. Interpretations are complemented with teacher reflections to shed light on the on-the-fly decisions made by the teacher when orchestrating dialogue. Implications for educational research and teacher education are discussed.

show abstract

Section: Data Collection and Analysismentioning

confidence: 99%

Section: Limitations and Implicationsmentioning

confidence: 99%

Section: Limitations and Implicationsmentioning

confidence: 99%

See 1 more Smart Citation

Teacher orchestration of classroom interaction in science: exploring dialogic and authoritative passages in whole-class discussions

Lehesvuori

Hähkiöniemi

Viiri

et al. 2019

International Journal of Science Education

View full text Add to dashboard Cite

show abstract

“…This non-verbal communication established in the classroom reveals that the teacher does not have the absolute control of the interaction. Participation is rather a multimodal, interactional process between teachers and students (Fasel Lauzon & Berger, 2015;Kääntä, 2015).…”

Section: Students' Participationmentioning

confidence: 99%

Learner Initiative in the Spanish as a Foreign Language Classroom: Implications for the Interactional Development

Rodríguez¹,

Wilstermann²

2018

HUJE

View full text Add to dashboard Cite

Classroom interaction has been widely studied using the conversation analysis methodology in order to explore and understand interactional practices that enhance language learning. This research has been traditionally focused on the canonical teacher-student classroom interaction, called Initiation-Response-Feedback (IRF) sequence, composed by a teacher's first turn, a student's response and a third turn performed by the teacher to evaluate or give feedback. Variability within the IRF sequence, regarding the learner's initiative to take the floor, has been investigated and its potential benefits to generate language learning opportunities have been acknowledged. Employing Conversation Analysis, in this article we investigate learner initiatives in teacher-student interactions obtained from 40 hours of video-recorded Spanish as a foreign language lessons in Barcelona, Spain. We aim to explore and characterize students´ initiatives in a meaning-focused round robin sequence and analyze the implications of nonallocated turns for the progressivity of the interaction. The analyses reveal that some initiatives do not alter -but support-the ongoing interaction, while others lead to marked changes and readjustments in the IRF sequence.

show abstract

“…In a similar vein, an increasing quantity of research on bodily practices shows the relevance of these resources in the construction of “turns” and in the recipient's orientation to these bodily practices as being constitutive for the situated accomplishment of activities (e.g., Goodwin, 2000; Mondada, 2007; Oloff, 2013). In sum, these studies emphasize the fact that social interaction is based on the participants' accomplishment of actions by means of ensembles of resources such as speech, gesture, posture and gaze (Kääntä, 2010, proposes to speak of turns-of-actions ). Within such a perspective, the delimitation of TCUs becomes less important an issue, because the focus of analysis is not on linguistic constructions but on the practices for the organization of activities (Ford et al, 1996).…”

Section: Research On Turn-taking and Overlap In Sign Languagementioning

confidence: 99%

The management of turn transition in signed interaction through the lens of overlaps

Girard-Groeber

2015

Front. Psychol.

View full text Add to dashboard Cite

There have been relatively few studies on sign language interaction carried out within the framework of conversation analysis (CA). Therefore, questions remain open about how the basic building blocks of social interaction such as turn, turn construction unit (TCU) and turn transition relevance place (TRP) can be understood and analyzed in sign language interaction. Recent studies have shown that signers regularly fine-tune their turn-beginnings to potential completion points of turns (Groeber, 2014; Groeber and Pochon-Berger, 2014; De Vos et al., 2015). Moreover, signers deploy practices for overlap resolution as in spoken interaction (McCleary and Leite, 2013). While these studies have highlighted the signers' orientation to the “one-at-a-time” principle described by Sacks et al. (1974), the present article adds to this line of research by investigating in more detail those sequential environments where overlaps occur. The contribution provides an overview of different types of overlap with a focus of the overlap's onset with regard to a current signer's turn. On the basis of a 33-min video-recording of a multi-party interaction between 4 female signers in Swiss German Sign Language (DSGS), the paper provides evidence for the orderliness of overlapping signing. Furthermore, the contribution demonstrates how participants collaborate in the situated construction of turns as a dynamic and emergent gestalt and how they interactionally achieve turn transition. Thereby the study adds to recent research in spoken and in signed interaction that proposes to rethink turn boundaries and turn transition as flexible and interactionally achieved.

show abstract

The Multimodal Organisation of Teacher-Led Classroom Interaction

Cited by 18 publications

References 0 publications

Teacher orchestration of classroom interaction in science: exploring dialogic and authoritative passages in whole-class discussions

Teacher orchestration of classroom interaction in science: exploring dialogic and authoritative passages in whole-class discussions

Learner Initiative in the Spanish as a Foreign Language Classroom: Implications for the Interactional Development

The management of turn transition in signed interaction through the lens of overlaps

Contact Info

Product

Resources

About