Writing-in-interaction

Mondada, Lorenza; Svinhufvud, Kimmo

doi:10.1075/ld.6.1.01mon

Cited by 61 publications

(24 citation statements)

References 71 publications

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“…Central to multimodality studies is the study of the simultaneous deployment of resources (Goodwin, 2000;Mondada, 2016). One obvious example of simultaneity is speaking and gesturing at the same time (studied by gesture studies which partially overlaps with multimodality studies, particularly with CA and EM), yet it is much broader than that: speech, eye gaze, the mutual orientation of the bodies of the interlocutors, the material structure of the surround, objects (such as products for sale, or materials with which people work), environmentally coupled gestures that cannot be understood by participants without taking into account G (hand)writing-in-interaction (Mondada & Svinhufvud, 2016). Importantly, simultaneity thus involves all interlocutors: all engage in body orientations and eye gaze, even when only one person is speaking, for example; and interactants might already start to respond while the previous action is still being produced, such as by interrupting or by reorienting the body, ready for producing a response (Mondada, 2016).…”

Section: Multimodalitymentioning

confidence: 99%

Beyond languages, beyond modalities: transforming the study of semiotic repertoires

Kusters

Spotti

Swanwick

et al. 2017

International Journal of Multilingualism

268

136

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This paper presents a critical examination of key concepts in the study of (signed and spoken) language and multimodality. It shows how shifts in conceptual understandings of language use, moving from (individual and societal) bilingualism to multilingualism and (trans)languaging, have resulted in the revitalization of the concept of language repertoires. We discuss key assumptions and analytical developments that have shaped the sociolinguistic study of signed and spoken language multilingualism as separate from different strands of multimodality studies. In most multimodality studies, researchers focus on participants using one named spoken language within broader embodied human action. Thus while attending to multimodal communication, they do not attend to multilingual communication. In translanguaging studies the opposite has happened: scholars have attended to multilingual communication without really paying attention to multimodality and simultaneity, and hierarchies within the simultaneous combination of resources. The (socio)linguistics of sign language has paid attention to multimodality but only very recently have started to focus on multilingual contexts where multiple sign and/or multiple spoken languages are used in overlap with one another. There is currently little transaction between these areas of research. We argue that the lens of semiotic repertoires enables synergies to be identified and provides a holistic focus (addressing ideologies, histories, potentialities, constraints) on action that is both multilingual and multimodal.

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Section: Multimodalitymentioning

confidence: 99%

Beyond languages, beyond modalities: transforming the study of semiotic repertoires

Kusters

Spotti

Swanwick

et al. 2017

International Journal of Multilingualism

268

136

View full text Add to dashboard Cite

show abstract

“…In contrast to this view, it is possible to see language and talk as fundamentally embodied: producing talk involves visible breathing and articulating movements not only of the face and the mouth, but of the entire body; moreover, these articulatory movements are indissociable from other bodily conduct (as gesture studies asserted very early on, both talk and gesture originate from the same process; McNeill ; Kendon ). Under this view, no aspect of language escapes a multimodal perspective: multimodality allows interactional studies to potentially revisit all of the fields of linguistics – not only deixis, but syntax, semantics, even phonetics and prosody – as well as writing and textuality (Komter ; Mondada and Svinhufvud ).…”

Section: Introductionmentioning

confidence: 99%

Challenges of multimodality: Language and the body in social interaction

Mondada

2016

Journal of Sociolinguistics

Self Cite

507

223

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This article reflects on recent challenges emerging from the study of language and the body in social interaction. There is a general interest in language and the body across disciplines that has invited a reconceptualization of the broader issues relative to action, cognition, culture, knowledge, social relations and identities, spatiality and temporality. The study of social interaction focuses on how multimodal resources – including language and bodily movements – are holistically and situatedly used in building human action. This article discusses some consequences and challenges of putting the body at the center of attention: it repositions language as one among other modalities, and invites us to consider the involvement of entire bodies in social interaction, overcoming a logo‐centric vision of communication, as well as a visuo‐centric vision of embodiment. These issues are developed through a series of conversation analytic studies, firstly of classic topics in linguistics like deixis, then of more recent topics, such as mobility and sensoriality.

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“…de la Colina and García Mayo 2007;Kim 2009), the present study is more descriptive in its orientation and investigates writing as a social, sequentially-evolving interactional phenomenon that takes place in the context of a distinct literacy practice. Such a perspective connects this study to the emerging studies in ethnomethodological (EM) and conversation analytic (CA) literature that explore writing as a social, embodied and interactional activity (for introduction, see Mondada and Svinhufvud 2016).…”

Section: L2 Writing In and As Social Interaction During Task Activitiesmentioning

confidence: 97%

The integration of content and language in students’ task answer production in the bilingual classroom

Jakonen

2016

International Journal of Bilingual Education and Bilingualism

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The notion of content and language integration has recently become a key topic of inquiry in research on Content and Language Integrated Learning (CLIL) and other kinds of bilingual educational programmes. Understanding what integration is and how it happens is of fundamental importance not only for researchers interested in gauging the possibilities and limitations of bilingual programmes, but also for practitioners seeking optimal ways to support student development.This study investigates integration as it takes place in the context of collaborative writing in the classroom. Drawing on Conversation Analytic (CA) methodology, text production is investigated as a social and sequentially-evolving phenomenon.The analysis focuses ons interactional sequences through which secondary school students produce and revise written task answer formulations. Sequential analyses of selected interactions describe the interactional organisation of the focal practice and show how, in their negotiation about what and how to write, students integrate content and language in everyday school work. It is argued that an investigation of what is at stake to students when they produce texts can shed light on their practical orientations to content and language integration. Based on such perspectives, integration appears a more complex phenomenon than the interface of form and meaning.

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Writing-in-interaction

Cited by 61 publications

References 71 publications

Beyond languages, beyond modalities: transforming the study of semiotic repertoires

Beyond languages, beyond modalities: transforming the study of semiotic repertoires

Challenges of multimodality: Language and the body in social interaction

The integration of content and language in students’ task answer production in the bilingual classroom

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