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This conversation-analytic paper investigates the multimodal design and interactional functions of the connective et puis après (‘and then after that’) in a French-language corpus of video-recorded collaborative storytellings. Two similar, yet different, sequential positions are investigated: the juncture between subsequent story episodes and the space between extended side sequences and the return to the story-in-progress. Such juncture positions constitute recognizable moments at which both members of the telling party, i. e., the current teller and the co-teller, must determine the topic of the next story episode as well as its delivery. Thus, juncture positions provide a perspicuous setting for the analysis of how tellership is negotiated and how topic progression is achieved. The connective et puis après appears to be a resource for current tellers to establish spaces for coparticipation at juncture positions, closing prior talk and projecting continuation. The multimodal analysis shows that both its prosodic design and co-occurring changes of the embodied participation framework contribute to opening interactive turn spaces and to making telling-specific next actions relevant.

This study investigates undergraduate students’ attitudes towards and experiences with open education practices (OEP) in a research-based linguistics seminar. Data was collected through written assignments in which two groups of students in subsequent terms were surveyed on their willingness to publish (a) academic posters in open access (OA); (b) teaching concepts as open educational resources (OER); and (c) personal reflections on the research process in OA. Through qualitative data analysis, we examine students’ apprehensions and motivations to publish their artifacts. We find that key motivators are a sense of belonging, personal reward, and an active contribution to a culture of collaboration, whereas apprehensions are grounded in concerns about the quality of their work, uncertainties about licensing, and fear of vulnerability through visibility. We show that open science practices and OEP can be combined synergistically in process-oriented, research-based, and collaborative seminar concepts, and we formulate recommendations for lecturers on how to successfully address OEP in the classroom.

This article examines collaborative utterances in interaction from a multimodal perspective. Whereas prior research has analyzed co-constructions ex post as the result of local speaker collaboration on the basis of audio data, this study shifts the focus to co-constructing as a highly coordinated, embodied practice. By examining video data of Spanish interactions, this research aims to show how speakers systematically deploy a variety of linguistic and bodily resources that serve as points of joint orientation throughout the process of co-constructing utterances.

Based on the investigation of the joint production of lists in spoken Spanish, this contribution advocates for a stronger theoretical consideration of sequential and embodied aspects as part of constructional knowledge in CxG. By analyzing video recorded conversations, we examine how interlocutors co-construct lists in real-time. Lists conventionally consist of a three-component sequence – onset, enumeration (body), and coda. Our data shows that interactants orient to these components beyond morphosyntactic features and deploy shared knowledge of semanto-syntactic, sequential, turn-constructional, prosodic, and bodily features. By closely monitoring and coordination each other’s situated multimodal resources, interactants recognize emergent action spaces that allow them to co-construct lists smoothly at different sequential positions and thereby accomplish a variety of social actions. We conclude that the highly emergent yet robust character of co-constructed lists provides a powerful example for how interactional creativity leads to constructional flexibility, yet warrants pattern stability at the same time.