Student smiles and the negotiation of epistemics in L2 classrooms

Addressing Learner Hesitancy‐to‐Respond Within Initiation‐Response‐Feedback Sequences

“…Ann's initiation (line 5) inviting Kwan to share what his group decided is met with a 2.8‐second gap of silence (line 6) during which he looks toward his colleagues while smiling, a nonverbal cue that can indicate interactional trouble in L2 classroom environments (Sert & Jacknick, ). Ann in fact appears to orient to this turn as an indication of interactional trouble; in lines 7–8, she reformulates her initiation not as another open‐ended initiation but rather as a more specified yes/no interrogative, making Kwan's task easier by narrowing the range of possible responses (Houtkoop‐Steenstra & Antaki, , p. 292).…”

The strategic use of translingual resources in Inner Circle academic settings

“…We extend this notion further in that communicative practices make use of these diverse resources, and this also requires an understanding of social relationships, and how to best navigate through them—especially in instances where international scholars are novices in comparison to their supervisors or primary investigators. For example, scholarship in conversation analysis has verified how people navigate power disputes in instances where interactants do not provide preferred responses (Haakana, 2010; Kuroshima, 2010; Petitjean & González‐Martínez, 2015; Sert & Jacknick, 2015) and are incapable or unwilling to align with the interactional activity at hand (Jenks, 2012; Muntigl, 2013). In classroom interactions, learners employ diverse resources, such as gestures or affective strategies to index affiliation because they are not able to provide preferred responses (as in correct answers) (Petitjean & Gonzales‐Martinez, 2015; Sert & Jacknick, 2015).…”

“…For example, scholarship in conversation analysis has verified how people navigate power disputes in instances where interactants do not provide preferred responses (Haakana, 2010; Kuroshima, 2010; Petitjean & González‐Martínez, 2015; Sert & Jacknick, 2015) and are incapable or unwilling to align with the interactional activity at hand (Jenks, 2012; Muntigl, 2013). In classroom interactions, learners employ diverse resources, such as gestures or affective strategies to index affiliation because they are not able to provide preferred responses (as in correct answers) (Petitjean & Gonzales‐Martinez, 2015; Sert & Jacknick, 2015). Such a line of inquiry is significant to us, because it reveals that interactants participate and keep interactions moving with other tools that are not grammatical—in this case, they are semiotic and often co‐occur with other linguistic or spatial repertoires.…”

Category-Bound Rights and Obligations of Young EFL Learners in Denmark: The Case of (Extreme) Differentiation

“…willingness) to engage in the ongoing pedagogical activity" (Evnitskaya & Berger, 2017, p. 88). Unwillingness to participate can be displayed for instance by e-ISSN: 2536-4758 http://www.efdergi.hacettepe.edu.tr/ withdrawing gaze from the teacher (Mortensen, 2008a), smiling (Sert & Jacknick, 2015;Sert, 2015), or claiming insufficient knowledge (Sert, 2015). Likewise, willingness to participate can be displayed in various ways, such as hand-raising (Sahlström, 2002), some of which may be so subtle that they remain unnoticed (Evnitskaya & Berger, 2017).…”