The Social World Within Reach: Intersubjective Manifestations of Action Completion

Andrén, Mats

doi:10.1515/cogsem.2009.4.1.139

Cited by 5 publications

(10 citation statements)

References 40 publications

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“…In this report, I present examples using a format that appropriates some conventions from comic books (cf. Andrén, , ; Ivarsson, ). Multimodal transcripts are presented as a series of sequentially ordered frames, each organized around a still image.…”

Section: General Methodsmentioning

confidence: 99%

Pointing With a Pen: The Role of Gesture in Early Childhood Writing

Rowe

2018

Reading Research Quarterly

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This study explored the connection between gesture and writing in early childhood. Participants were 139 children ages 2 years 6 months to 5 years 11 months attending two U.S. childcare centers serving low‐income, urban families. Qualitative methods were used to record adult–child writing interactions in classroom composing events and in a standard photo caption writing task. Analysis of children's photo captions showed that 55% of children ages 2 years 6 months to 3 years 5 months used at least one kind of inscribed gesture (e.g., boundary inscriptions, pointing lines). Use of inscribed gestures decreased for older preschoolers. The younger preschoolers also used inscribed gestures in classroom composing events but less frequently. Multimodal interaction analysis was used to microanalyze talk, gesture, body posture, proxemics, and graphic activity for a subsample of 28 children ages 2 years 6 months to 3 years 5 months as they wrote photo captions with adults. Results showed that empty‐handed and object gestures were important modes of communication for preschoolers and adults engaged in writing events. As children pointed to the page with a pen in hand, they inscribed their gestures on the page, creating graphic arrays that indicated the target of joint attention. Adults foregrounded and reframed the child's inscribed gestures as emergent forms of writing, offering timely responses that provided opportunities to learn social expectations for writing processes, messages, and purposes. Overall, inscribed gestures served as an initial form of meaningful participation in writing events for preschoolers. In line with Vygotsky, gesture provided a launching point for learning to write in early childhood.

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Section: General Methodsmentioning

confidence: 99%

Pointing With a Pen: The Role of Gesture in Early Childhood Writing

Rowe

2018

Reading Research Quarterly

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“…In the transcript, the Swedish ''så'' is translated into ''so'' in line 1 and ''like that'' in line 4. In both cases, the word, which does not have any exact English equivalent, ''takes part in the temporal (or 'aspectual') profiling of the act; marking the shift from its 'ongoing' performance to its status as 'accomplished''' (Andrén 2012). While the second ''så''/''like that'' points towards a particular part of the teacher's demonstration, her ''pulling: the loop through,'' the first indexes the ordering of the students' task.…”

Section: Fragmentmentioning

confidence: 99%

“…The student's trymarked ''så''/''like that'' (line 26) is hearably oriented towards the adequacy of his performance as unsettled, thereby prompting a next move by the teacher. In some contexts, this particle can be ''used to indicate that something was properly accomplished, according to normative conventions or, in some cases, in relation to locally established expectations'' (Andrén 2012). Since the student in this case is a novice, it is rather the attempt that is marked as accomplished and not the instructed action itself.…”

Section: Fragmentmentioning

confidence: 99%

Instruction-in-Interaction: The Teaching and Learning of a Manual Skill

2012

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This study takes an interest in instructions and instructed actions in the context of manual skills. The analysis focuses on a video recorded episode where a teacher demonstrates how to crochet chain stitches, requests a group of students to reproduce her actions, and then repeatedly corrects the attempts of one of the students. The initial request, and the students' responses to it, could be seen as preliminary to the series of corrective sequences that come next: the request and the following attempts make it possible for the teacher to launch instructional sequences specifically designed and addressed to the students who need further guidance. In the interaction between the teacher and the novice student, the reasoned character of the instructed actions is not explained so much as installed and tuned. The materiality of the project makes it possible for the two parties to methodically and meticulously adjust their actions in accordance with each other, and towards the gradual realization of the aimed-for results. In connection to this, a number of issues pertaining to the reproducibility and recognizability of manual skills are raised: how instructions-in-interaction orient towards the progression of the skill rather than the interaction itself; how attempts by and mistakes of the instructed party provide grounds for further instruction; and, consequently, how instructions in the form of corrections build on the instructor's continuous assessments of the instructed actions.

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“…Although her findings need further evidence from video data, they point in a similar direction as multimodal research on the German ''so''. Likewise, Andrén (2012) in a study on the intersubjective recognizability of action completion in child-parent-interaction, and Lindwall and Ekström (2012) in their analysis of instructions touch upon different functions of Swedish ''så'' (like this/that).…”

mentioning

confidence: 99%

Take the words out of my mouth: Verbal instructions as embodied practices

Stukenbrock

2014

Journal of Pragmatics

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The Social World Within Reach: Intersubjective Manifestations of Action Completion

Cited by 5 publications

References 40 publications

Pointing With a Pen: The Role of Gesture in Early Childhood Writing

Pointing With a Pen: The Role of Gesture in Early Childhood Writing

Instruction-in-Interaction: The Teaching and Learning of a Manual Skill

Take the words out of my mouth: Verbal instructions as embodied practices

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