A walk on the pier: Establishing relevant places in mobile instruction

Broth, Mathias; Lundström, Fredrik

doi:10.1515/9783110291278.91

Cited by 21 publications

(18 citation statements)

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“…Members achieve 'walking together', being recognized both as a 'vehicular unit' (Goffman, 1971:8) and as 'withs' (Goffman, 1971:19). In walking together, participants organize their concerted action both within their group --maintaining proximity and pace, speeding up and slowing down, managing turns and stops together (see Allen-Collinson, 2006;Broth and Lundström, 2013;vom Lehn, 2013;De Stefani, 2010) --and with respect to other passers-by --avoiding collisions, adjusting to the trajectory of others and making accountable their interruptions of their trajectory (Watson, 2005). Different mobile units can also converge, as when various individuals or groups meet and merge, thereby constituting one unique interactional space (Mondada, 2009).…”

Section: A Broad Way Of Considering Multimodality and Embodiment: Walmentioning

confidence: 99%

“…Moreover, collective walking activities are organized by being oriented in a finely tuned way to the organization of talk and even to the details of the emergent construction of turns: Relieu (1999) and Broth and Lundström (2013) show how turn design is sensitive to the spatial ecology encountered by speakers talking and walking; Mondada (2009) shows how the first turn of an encounter is finely designed with respect to the co-participants' walking bodies.…”

Section: A Broad Way Of Considering Multimodality and Embodiment: Walmentioning

confidence: 99%

“…These guided visits all share a spatial organization based on the alternation between static and mobile moments, between stopping and walking towards the next place (cf. Birkner and Stukenbrock, 2010;Broth and Lundström, 2013;De Stefani, 2010;vom Lehn, 2013;Pitsch, 2012).…”

Section: The Datamentioning

confidence: 99%

“…The Pier corpus was recorded by Fredrik Lundström, and was used as data in Broth and Lundström (2013 …”

Section: Acknowledgementsmentioning

confidence: 99%

“…Walking is initiated before turn unit completion of both other (Conny in line 6 and Richard in line 8) and self (Mats in line 8), and thus brings a new kind of time constraint to bear on the remaining talk. If someone aims to add talk to the current sequence at this location (Broth and Lundström, 2013), the window of opportunity for this is about to close. This embodied time constraint is observable in Mats' relatively quick delivery of the beginning of his expansion, slowed down only as he again receives Conny's gaze (8).…”

mentioning

confidence: 99%

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Walking away: The embodied achievement of activity closings in mobile interaction

Broth

Mondada

2013

Journal of Pragmatics

Self Cite

142

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In this paper we describe in detail the coordinated practices of walking away as reflexively contributing to the organization of activity closings. The paper contributes to conversation analytic studies interested in multimodality, space and mobility, by showing the relevance of walking for the systematic and situated organization of talk-in-interaction. More particularly, the paper deals with sequential environments in which activity closings are projected, and achieved by the participants; it shows that in this position, initiating walking away is a resource that makes closing publicly projectable and recognizable. Moreover, the study shows how walking away is a negotiated matter, being initiated by some, aligned or disaligned by others, possibly retracted and revised. Finally, the study demonstrates that walking away as a coordinated and negotiated practice raises normative expectations among the participants: a deviant case is discussed in which participants orient to the absence of such a coordination. In sum, the paper offers a detailed analysis of a particular multimodal practice --walking --as a conduct systematically coordinated with talk-in-interaction.

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Section: A Broad Way Of Considering Multimodality and Embodiment: Walmentioning

confidence: 99%

Section: A Broad Way Of Considering Multimodality and Embodiment: Walmentioning

confidence: 99%

Section: The Datamentioning

confidence: 99%

“…The Pier corpus was recorded by Fredrik Lundström, and was used as data in Broth and Lundström (2013 …”

Section: Acknowledgementsmentioning

confidence: 99%

mentioning

confidence: 99%

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Walking away: The embodied achievement of activity closings in mobile interaction

Broth

Mondada

2013

Journal of Pragmatics

Self Cite

142

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Instruction-Giving Sequences in Italian as a Foreign Language Classes: An Ethnomethodological Conversation Analytic Perspective

Kunitz

2021

Educational Linguistics

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Two Types of Demonstration Through Guided Touch with Cane: Instruction Sequences in Orientation and Mobility Training for a Person with Visual Impairments

Minami,

Nisisawa,

Okada

et al. 2023

Hum Stud

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Persons with visual impairments (hereafter PVI) detect and discover obstacles and road conditions by touching with a white cane when walking on the streets. In one training session, an Orientation and Mobility specialist (hereafter SPT) guided a PVI by grasping and moving the cane that the PVI was holding. We conducted a multimodal analysis of two instruction sequences, one a "proving and achieving" demonstration (Sacks in Lectures on conversation, Blackwell, 1992) and the other a "learnable" (Zemel and Koschmann, in Discourse Stud 16:163–183, 2014) demonstration. The achieving demonstration proved the assessment of the PVI's performance. In the "learnable" demonstration, the PVI was able to receive and perform the most critical part of the "learnable" of the long contact touch without the aid of talk. Sharing a single cane touch is an efficient way for both the guiding SPT and the guided PVI to jointly experience and understand the environmental features. The SPT did not need to verbally confirm that the guided touch was accountable to the PVI and seemed confident that intersubjectivity with the PVI had been established. A unique form of being with others and achieving intersubjectivity in society was identified. In traditional learning instruction, it has been assumed that the learnable is presented and communicated visually and audibly. However, through guided touch learnable is presented and conveyed effectively in the cases of this paper. It seems that the sense of touch has been considered to be just for the occasion, but this is an example of something that is not just for the occasion but is consequential, that is, usable for further occasions. The data is in Japanese.

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A walk on the pier: Establishing relevant places in mobile instruction

Cited by 21 publications

References 0 publications

Walking away: The embodied achievement of activity closings in mobile interaction

Walking away: The embodied achievement of activity closings in mobile interaction

Instruction-Giving Sequences in Italian as a Foreign Language Classes: An Ethnomethodological Conversation Analytic Perspective

Two Types of Demonstration Through Guided Touch with Cane: Instruction Sequences in Orientation and Mobility Training for a Person with Visual Impairments

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