The multimodal organization of speaker selection in classroom interaction

Lauzon, Virginie Fasel; Berger, Evelyne

doi:10.1016/j.linged.2015.05.001

Cited by 48 publications

(28 citation statements)

References 11 publications

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“…Delegated peer repair (Rehbein, 1984, as cited in Kasper, 1985), also known as teacher‐initiated peer repair (Seedhouse, 2004), is a specific type of pedagogical repair practice that implies the participation of the teacher and at least two students. Sequentially, it reveals a teacher's action of other‐selection for repair work in multiparty classroom interaction (Lauzon & Berger, 2015). This means that, in whole‐class interaction, Student A might establish a trouble source, for example, by asking the meaning of a word in the L2, and thus open a repair sequence, which can be self‐ or other‐initiated, with the aim for the teacher to repair it.…”

Section: Delegated Peer Repair In Classroom Interactionmentioning

confidence: 99%

“…For example, Kääntä (2012Kääntä ( , 2015 described teachers' employment of gaze, nodding, and pointing when allocating turns to students in whole-class interaction. Lauzon and Berger (2015) studied teachers' gestures used to nominate a student as a next speaker and the relevance of the students' embodied displays of (non)availability to respond. Sert (2019) analyzed teachers' embodied go-aheads after students' attempts to establish a mutual gaze.…”

Section: Teachers' Multimodal Resources and Student Participation In ...mentioning

confidence: 99%

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

Batlle Rodríguez,

Evnitskaya

2024

The Modern Language Journal

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In classrooms, teachers play a fundamental role in managing students’ participation. As part of their classroom interactional competence to maximize interactional space for students’ learning, teachers use multimodal resources to orchestrate turn‐taking, allocate the next speaker, and manage repair sequences. However, little is known about how teachers employ these resources to engage learners in delegated peer repair, that is, repair sequences initiated by a student and solved by another classmate. Adopting a multimodal conversation analysis approach, this study aims to investigate how Spanish‐as‐a‐foreign‐language teachers multimodally manage delegated peer repair in whole‐group interaction by increasing interactional space to promote students’ participation. The findings show that teachers often resort to embodied resources such as gaze, gestures (pointing), and hand and body movements (stepping backward) to engage students in delegated peer repair, leading to increased student participation and autonomy. We end with some reflections on the relevance of the adopted methodology for better understanding how teachers employ multimodal resources to create interactional space and engage students in delegated peer repair, thus promoting learners’ interactional competence in the foreign language. It also suggests some potential implications for teachers’ professional development.

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Section: Delegated Peer Repair In Classroom Interactionmentioning

confidence: 99%

Section: Teachers' Multimodal Resources and Student Participation In ...mentioning

confidence: 99%

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

Batlle Rodríguez,

Evnitskaya

2024

The Modern Language Journal

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“…Research on classroom interaction has explored gaze as one of the many embodied resources systematically deployed for interaction. The focus has often been on the embodied conduct of teachers, who have been shown to allocate turns to students using gaze and other embodied resources (Kääntä 2012), to select next speakers based on whether students are gazing at them (Fasel Lauzon & Berger 2015), and to display a listener role during student discussions through gaze, gestures, and laughter, for instance (Willemsen et al 2019). Duran and Jacknick (2020) also show how a teacher uses multimodal resources, including gaze, to pursue response, and thus, to secure the progressivity of whole-class interaction.…”

Section: Gaze In Interactionmentioning

confidence: 99%

Eye gaze as a resource in handling trouble around mobile devices in EFL classroom interactions

Vänttinen

2022

afinlavk

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This article offers an insight into how interaction is multimodally built during task-accomplishment around mobile devices in English as a Foreign Language (EFL) classrooms. More specifically, it investigates eye gaze as a resource in recruiting help and pursuing response during interactional or task-related trouble sequences. The data come from videorecorded EFL lessons at Finnish comprehensive schools where mobile devices are used for learning tasks. Through multimodal conversation analysis, the article demonstrates that gaze is employed as one of the first resources to address trouble. Although tasks often require gaze to be directed at devices, it can be flexibly reoriented to peers when needed. The findings therefore highlight the need to study not only the use of technology but also the interaction around it. An emic perspective to applied linguistics is especially called for to understand how participants manage interaction in today’s technology-rich educational contexts.

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“…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

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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.

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The multimodal organization of speaker selection in classroom interaction

Cited by 48 publications

References 11 publications

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

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

Eye gaze as a resource in handling trouble around mobile devices in EFL classroom interactions

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

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