Transformations of knowledge within a peer group. Knowing and learning in interaction

Melander, Helen

doi:10.1016/j.lcsi.2012.09.003

Cited by 96 publications

(56 citation statements)

References 10 publications

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“…It should be apparent that learning from this perspective will not refer to the acquisition of concepts and other cognitive 'stuff.' Instead, following Melander's (2012Melander's ( , 2013 use of Goodwin, we are exploring learning as interactional accomplishments in terms of: epistemic ecologies, epistemic positions, and trajectories of learning.…”

Section: Epistemic Ecologies Epistemic Positions and Trajectories Ofmentioning

confidence: 99%

Learning through group work in physical education: a symbolic interactionist approach

Barker

Quennerstedt

Annerstedt

2015

Sport, Education and Society

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In line with contemporary constructivist pedagogies, students are frequently expected to learn through interaction in physical education (PE). There is a relatively sophisticated body of literature focusing on learning in groups, peer teaching, and cooperative learning. Current research has not, however, focused on how the body is implicated in interactional learning. This is surprising given that much learning in PE is expected to take place in the physical domain. The aim of this paper is to contribute to current theorizing by examining social interactions in PE practice. By drawing on symbolic interactionist theory, we put forward a framework for considering how inter-student interactions occur in a multimodal sense. Key ideas relate to (1) the sequential organization of interactions; (2) the ways in which semiotic resources in different fields are used to elaborate each other; (3) the importance of interpretation as a driver of interaction; (4) the creation of local environments in which participants attend to and work together within a shared world of perception; and (5) the influence of material environments on social interaction. The specific concepts employed are epistemic ecology, epistemic position, and learning trajectory. The paper includes observational data from an investigation of learning in Swedish PE to demonstrate the explanatory power and limitations of the theoretical tenets presented. The paper is concluded with practical implications of understanding group work in a multimodal manner.

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Section: Epistemic Ecologies Epistemic Positions and Trajectories Ofmentioning

confidence: 99%

Learning through group work in physical education: a symbolic interactionist approach

Barker

Quennerstedt

Annerstedt

2015

Sport, Education and Society

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“…in its social setting (see e.g. Firth & Wagner, 1997;Mondada & Pekarek Doehler, 2004;Sahlström, 2011;Melander, 2012;inter alia).…”

Section: Introductionmentioning

confidence: 99%

Finger dialogue: The embodied accomplishment of learnables in instructing grammar on a worksheet

Majlesi¹

2014

Journal of Pragmatics

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This study is about embodied and endogenous grammar instruction on worksheets in teaching Swedish as a second language. It is demonstrated how an 'awareness' to produce a linguistic construct 'grammatically correct' is co-achieved by the teacher and the student. To see and understand the grammatical features of the words, an interactive instructional sequence is initiated by the teacher. This interactive scaffolding between the teacher and the student, to use meta-talk and to talk about abstract grammar, requires some concrete referents on a surface jointly attended to, and which are seen, pointed to and talked about. It is shown in detail how the interactional business of the interchange is dependent upon a constant integration of talk, gesture and orientation to the written grammatical construct on a sheet of paper. Teaching grammar is, thus, done through the objectification of quite abstract linguistic units and categories, and the transposition of the abstraction onto tangible and visible objects on the paper. Therefore, the result of the organization of order in instruction is a moment-by-moment sense-making, including accounting 2 for how to understand a grammatical phrase, and the rationale behind the relations of the grammatical constructs, and, also, transforming the organization of knowledge. This study shows that foregrounding grammatical learnables on a paper are actualized by the mobilization of diverse semiotic resources resulting in seeing, understanding and reaching an instructed vision (cf. Goodwin, 1994) as the progressive achievement of observable and reportable embodied actions (Garfinkel, 1967(Garfinkel, , 2002.Grammatical learnables are, therefore, the procedural outcome of the hands-on practices as mutually achieved embodied accomplishments.

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“…Similarly, Reichert and Liebscher (2012) show how university students learning German may position themselves as relative L2 experts, at least with regard to certain vocabulary items, during group preparation work, and how such positioning can be contested. A common finding of Hosoda (2006), Kotani (2017), Kurhila (2004), Kasper (2004), Melander (2012), and Reichert and Liebscher (2012) is that orientation to one participant's language expertise tends to be very brief as participants orient to other aspects of their identity as relevant, even though status as language experts and non-experts, at least when there are both L1 and L2 using participants, may be omnirelevant (Kasper, 2004). Language expertise is thus not only relative, but also transient and situated within the interaction.…”

Section: Introductionmentioning

confidence: 97%

“…However, participants can also orient to the relative expertise in the L2 of one L2 user. Melander (2012), for example, shows how students in a Swedish primary school orient to the L2 expertise of one student teaching others how to count to twenty in Japanese, which is not her first language, as well as how others can challenge this expertise. Similarly, Reichert and Liebscher (2012) show how university students learning German may position themselves as relative L2 experts, at least with regard to certain vocabulary items, during group preparation work, and how such positioning can be contested.…”

Section: Introductionmentioning

confidence: 99%

Being a Non-expert in L2 English: Constructing Egalitarianism in Group Preparation Work

Hauser¹

2018

HUJE

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Analyses are presented of interactional excerpts containing three methods through which Japanese university students preparing for a group presentation in a required English class take an epistemic stance of uncertainty towards their own displayed knowledge of their second language (L2) English. These three methods consist of 1) producing a candidate item as uncertain, 2) casting doubt on something just said by self, and 3) overtly claiming lack of knowledge. Epistemic stance can be understood as consisting of different dimensions, with a stance of uncertainty related specifically to the dimension of epistemic access. Analyses are also presented of how other students respond or do not respond to such a stance. Through this kind of stance-taking and responses and non-responses, the students do being non-experts in their L2 without making relevant possible asymmetries in expertise. That is, by doing being non-experts among non-experts, the students construct an epistemically symmetrical, egalitarian relationship within their group.

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Transformations of knowledge within a peer group. Knowing and learning in interaction

Cited by 96 publications

References 10 publications

Learning through group work in physical education: a symbolic interactionist approach

Learning through group work in physical education: a symbolic interactionist approach

Finger dialogue: The embodied accomplishment of learnables in instructing grammar on a worksheet

Being a Non-expert in L2 English: Constructing Egalitarianism in Group Preparation Work

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