A Multimodal Conversation Analytic Approach to Investigate a Joint Problem Solving Task Accomplished by Children in a Mathematics Classroom

Arend, Béatrice; Weis, Charel

doi:10.21125/iceri.2016.1879

Cited by 3 publications

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“…The concept of interactional competence is not extensively discussed in this paper; for a deeper understanding, readers are referred to papers focusing on interactional competence as a prevalent object of inquiry within CA-SLA (e.g.,Kasper, 2006; Hall, Hellermann & Pekarek-Doehler, 2011). 3 See alsoArend (2016),Arend & Sunnen (2016, 2017a, 2017b.…”

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Multilingualism in Action: A Conversation Analytic View on How Children are Re-Voicing a Story in a French Second Language Learning Lesson

Arend

Sunnen

2018

ijll

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Our paper provides an empirically based perspective on the contribution of Conversation Analysis (CA) to our understanding of children's second language learning practices in a multilingual classroom setting. While exploring the interactional configuration of a French second language learning activity, we focus our analytic lens on how five children and their teacher rely on multilingual resources (French, German, Luxemburgish, and Portuguese) in order to initiate and to improve the re-voicing of a story in French. Through a moment-bymoment (CA) video based analysis we can show how co-constructing the second language learning object involves various embedded linguistic and interactional competencies. We will point out how the participants engage in the re-voicing activity through their mutual orientation to each other's language conduct. Effective second language learning becomes possible because the teacher's student-directed talk provides opportunities for the children to provide oral narratives in a jointly constituted multilingually shaped interaction. Moreover, by offering insights into the interactional features (turn-taking system), CA allows us to visualize how the children's second language learning practices are interrelated with the sequential structure of multilingual talk-in-interaction. Thus, in our case study we emphasize the fundamentally social nature of second language classroom talk. 1 We do not pretend to provide an exhaustive overview of CA based research on second language learning; we shall only draw together some common threads that advocate CA to investigate language learning activities.

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Multilingualism in Action: A Conversation Analytic View on How Children are Re-Voicing a Story in a French Second Language Learning Lesson

Arend

Sunnen

2018

ijll

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Teachers’ interventions in science education at primary school. The role of semiotic resources during argumentative interactions in classroom

Convertini

Arcidiacono

2023

Research in Science & Technological Education

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Reflecting on Teachers’ Practices as Multimodally Constructed in Spatial Reality: The Valuable Use of Video Data and Conversation Analysis to Investigate Classroom Interactions

Arend¹

2018

ICERI2018 Proceedings

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The aim of this paper is to demonstrate analytical potentialities of video data [2], [4], [5] for the study of joint classroom activities focusing on teaching practices. We will show how a fine-grained CA (conversation analysis) based video analysis [1], [3] of a situated 'Sudoku' activity in a preschool classroom can shed light on the dialogic relationship between the teacher's instructional work and the children's understanding of the task to be accomplished.

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A Multimodal Conversation Analytic Approach to Investigate a Joint Problem Solving Task Accomplished by Children in a Mathematics Classroom

Cited by 3 publications

References 0 publications

Multilingualism in Action: A Conversation Analytic View on How Children are Re-Voicing a Story in a French Second Language Learning Lesson

Multilingualism in Action: A Conversation Analytic View on How Children are Re-Voicing a Story in a French Second Language Learning Lesson

Teachers’ interventions in science education at primary school. The role of semiotic resources during argumentative interactions in classroom

Reflecting on Teachers’ Practices as Multimodally Constructed in Spatial Reality: The Valuable Use of Video Data and Conversation Analysis to Investigate Classroom Interactions

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