Stylizations and alignments in a L2 classroom: Multiparty work in forming a community of practice

Åhlund, Anna; Aronsson, Karin

doi:10.1016/j.langcom.2015.03.004

Cited by 18 publications

(15 citation statements)

References 40 publications

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“…The teacher in both Anna's and Steve's class treated these self-selections as sources of trouble and initiated corrective actions that restored the threatened response space. In line with Åhlund and Aronsson (2015), the analysis showed that the teachers attuned their voices (e.g., prosodic variations in duration, amplitude, and pitch), whispered, and laughed, which mitigated the corrective action. The prosodic and voice stylizations built local alliances and participation frameworks during side sequences in the dyadic interactions with the interfering student and worked to clarify and secure the response space for students with SGDs.…”

Section: Defending the Response Spacesupporting

confidence: 52%

“…The methodological principles and procedures of CA were deployed to investigate participants' methods of organizing turn-taking during eye-gaze accessed SGD-mediated multiparty interaction. The analysis of turn-taking proceeded in the following steps: (a) identifying the participant's methods of making recipiency understandable; (b) identifying the linguistic and prosodic design of turns at talk (Åhlund & Aronsson, 2015;Kendon, 1967;Lee, 2006Lee, , 2008; and (c) analyzing embodied actions, such as gaze behavior, hand gestures, body posture, and movement within the turn (Goodwin, 2000;Lerner, 2003;Sikveland & Ogden, 2012). The notion of adjacency pair (Clarke & Wilkinson, 2007;Sacks et al, 1974;Schegloff, Jefferson, & Sacks, 1977) was used to account for the temporal and sequential aspects of SGD turn organization: initiatives (or first pair parts) made certain sets of responses (or second pair parts) relevant and recognizable (e.g., request-granting, question-answer).…”

Section: Methodsmentioning

confidence: 99%

“…Side-sequences developed in which the teacher and the competing classmate agreed on waiting for Steve or Anna to respond on the SGD. By whispering, practicing smiley voice, and laughter, the participants built local participation frameworks (Åhlund & Aronsson, 2015;Nor en & Sigurd Pilesj€ o, 2016) where they could negotiate meanings (i.e., they agreed on not interrupting during the process of constructing an SGD contribution) before returning to the public framework that also involved Steve and Anna. The prosodic package of the correction (increased speed and decreased volume) and the laughter mitigated the corrective actions.…”

Section: Organization and Design Of An Interactional Response Spacementioning

confidence: 99%

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Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices

Tegler

Johansson

2020

Augmentative and Alternative Communication

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Conversation Analysis was used to explore how teachers, personal care assistants, and students organized inclusive multiparty classroom interaction when one of the students in the classroom used an eye-gaze accessed speech-generating device (SGD). Scaffolding and collaborative practices that created a response space for the construction of the eye-gaze accessed SGD-mediated turn were identified and analyzed. The participants were two adolescent students with severe cerebral palsy and intellectual disability who relied on eye-gaze accessed SGDs, and their teachers, personal care assistants, and classmates with intellectual disabilities. The data consisted of 2 hr and 40 min of video recordings collected in the participants' classrooms. Three practices were identified (a) the practice of explicit turn allocation organization and the use of display questions, (b) the practice of locally contingent onscreen scaffolding activities, and (c) the practice of dealing with turn competition by classmates. Teacher and assistant practices differed with regard to the student's access to the vocabulary relevant to answering the teacher's question. The practices were found to create a response space for students using SGDs accessed via eye gaze, thereby ensuring their educational inclusion in the classroom.

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Section: Defending the Response Spacesupporting

confidence: 52%

Section: Methodsmentioning

confidence: 99%

Section: Organization and Design Of An Interactional Response Spacementioning

confidence: 99%

See 1 more Smart Citation

Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices

Tegler

Johansson

2020

Augmentative and Alternative Communication

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“…Studies on conversation, where teacher and student contributions are analyzed as those of a party, rather than as individual contributions, are still scarce. Such studies [26,27] show how both peer and teacher scaffolding are important in multiparty L2 language learning. Further, studies on peer collaborations in L2 learning settings show how important peers are for each other's learning of linguistic form and content, as well as for developing communicative skills [26,28].…”

Section: Related Workmentioning

confidence: 99%

Robot Interaction Styles for Conversation Practice in Second Language Learning

Engwall

Lopes

Åhlund

2020

Int J of Soc Robotics

Self Cite

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Four different interaction styles for the social robot Furhat acting as a host in spoken conversation practice with two simultaneous language learners have been developed, based on interaction styles of human moderators of language cafés. We first investigated, through a survey and recorded sessions of three-party language café style conversations, how the interaction styles of human moderators are influenced by different factors (e.g., the participants language level and familiarity). Using this knowledge, four distinct interaction styles were developed for the robot: sequentially asking one participant questions at the time (Interviewer); the robot speaking about itself, robots and Sweden or asking quiz questions about Sweden (Narrator); attempting to make the participants talk with each other (Facilitator); and trying to establish a three-party robot-learnerlearner interaction with equal participation (Interlocutor). A user study with 32 participants, conversing in pairs with the robot, was carried out to investigate how the post-session ratings of the robot's behavior along different dimensions (e.g., the robot's conversational skills and friendliness, the value of practice) are influenced by the robot's interaction style and participant variables (e.g., level in the target language, gender, origin). The general findings were that Interviewer received the highest mean rating, but that different factors influenced the ratings substantially, indicating that the preference of individual participants needs to be anticipated in order to improve learner satisfaction with the practice. We conclude with a list of recommendations for robot-hosted conversation practice in a second language. Keywords Robot-assisted language learning • Multi-party human-robot interaction • Collaborative language learning • conversational practice 2 Collaborative Robot-Assisted Language Learning Developing a setup for a humanoid robot that can engage in a realistic social conversation with two L2 learners simultaneously is, to the authors' knowledge, unprecedented in Robot-Assisted Language Learning (RALL).

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“…Research on how children and adolescents employ multilingual resources in creative and playful ways, and how such practices reflect metalinguistic awareness and trigger metalinguistic reflections, have been conducted in various contexts, such as peer groups (Lytra 2007;Madsen and Svendsen 2015;Svendsen 2004) classrooms and schools in general (Cekaite and Aronsson 2004;Poveda 2005;Rampton 2006;Åhlund and Aronsson 2015). However, research exploring adolescents' creative and playful language use in the family is still rather scarce (but see De Fina 2012;Vidal 2015).…”

Section: Introductionmentioning

confidence: 99%

“Quierojuksar en lajulaftenito” – Playfulness and metalinguistic awareness in translingual family interactions

Johnsen

2020

Multilingua

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This article explores playfulness and creativity in translingual family interactions. In particular, it focuses on how and to what ends adolescents mobilize multilingual resources in family interactions. It investigates the cases of two multilingual families with adolescent children (13–18 years old). The families have different linguistic backgrounds, but have in common that one of the parents have migrated from a Spanish-speaking Latin-American country to Northern-Norway, and that Spanish represents a linguistic resource and a heritage language in the families. The data consists of self-recorded family interactions (29 recordings, ca. 5 h.) and were collected over the course of one year. By analysing interactions where the adolescents employ Spanish features, the article offers insights into how adolescents negotiate the position of the heritage language Spanish in the family. A close, turn-by-turn analysis demonstrates that the adolescents in a creative and playful manner employ a multitude of linguistic resources to fulfil interactional achievements: Through metalinguistic talk and playful translingual practices, the adolescents challenge and negotiate identities and family roles, exert agencies, and demonstrate metalinguistic awareness and sociolinguistic control.

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Stylizations and alignments in a L2 classroom: Multiparty work in forming a community of practice

Cited by 18 publications

References 40 publications

Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices

Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices

Robot Interaction Styles for Conversation Practice in Second Language Learning

“Quierojuksar en lajulaftenito” – Playfulness and metalinguistic awareness in translingual family interactions

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