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Approaching classroom interaction dialogically: studies of everyday encounters in a 'bilingual' secondary school
Örebro University, School of Humanities, Education and Social Sciences.
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis approaches classroom interaction in association with Bakhtin and conversation analysis (CA). The four studies presented in this thesis seek to highlight different aspects of classroom interactional encounters between the students and teachers of a secondary school class. Through these studies, the thesis addresses the following challenges: How can analysts account for ‘multilingual’ communicative practices in a way which respects the views and orientations of the participants? How may dialogism be relevant for classroom interaction? How can we move beyond the representational (in)sufficiency of an oral language focus on (classroom) communication for analysis of human meaning making practices?

The studies arise from ethnographic fieldwork at an independent secondary school with a ‘bilingual’ educational profile where data of everyday instructional life was generated through participant observation and video recordings. Methodologically, the studies have been enabled by Bakhtinian concepts and conversation analytic conventions amplified for analysis of the complex range of modalities composing classroom interaction.

Study 1 examines the way participants’ use of two (or more) languages in a ‘foreign’ language classroom throw light on each other in processes of lexical orientation which challenge the privileging or the subordination of any one language in language learning. Study 2 demonstrates the consequences for understanding the participants’ sense-making efforts of making representationally (in)visible integral aspects of their multimodal cooperations. Study 3 focuses on whole-class task instructions as interactionally complex by showing some of the mutual orientations through which teacher and students coordinate each other’s stances and consequently craft instructions collaboratively. Study 4 examines the concept of languaging critically in the light of Bakhtin’s penetrating perception of the utterance and underscores that while we may be able to language when communicating, we are also languaged communicators.

Place, publisher, year, edition, pages
Örebro: Örebro university , 2014. , p. 111
Series
Örebro Studies in Education, ISSN 1404-9570 ; 46
Keywords [en]
classroom interaction, dialogism, conversation analysis, interillumination, addressivity, counter word, languaging
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-34591ISBN: 978-91-7529-021-8 (print)OAI: oai:DiVA.org:oru-34591DiVA, id: diva2:710412
Public defence
2014-05-20, Prismahuset, Hörsal 2, Örebro universitet, Fakultetsgatan 1, Örebro, 13:15 (English)
Opponent
Supervisors
Funder
Swedish Research Council
Note

The research is a part of Swedish Research Council project LISA-21

Available from: 2014-04-07 Created: 2014-04-07 Last updated: 2017-10-17Bibliographically approved
List of papers
1. Bilingual lexical interillumination in the foreign language classroom
Open this publication in new window or tab >>Bilingual lexical interillumination in the foreign language classroom
2010 (English)In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 23, no 3, p. 199-218Article in journal (Refereed) Published
Abstract [en]

Foreign language (FL) education has been marked by a monolingual principle that has favoured 'intralingual' methodologies. Bakhtin's view of language interillumination - that languages throw light on each other - challenges such language teaching practices radically. Using conversation analysis methods, this article examines transcripts of interactional sequences from one eighth-grade French lesson for evidence of reciprocal lexical elucidation. Analysis suggests that participants accomplish interillumination by constructing frameworks of corresponding sets of French and Swedish lexical items which support interlingual exploration and participant (re)orientation to the words in relation to each other. Understanding foreign and familiar words is enhanced by bilingual countering which enables students to fit an unknown or unclear utterance meaningfully into their semantic networks. Patterns of interlingual contact and coordination, indeed bilingual interaction, serve sense-making processes and challenge the privileging or the subordination of any one language in language learning.

Keywords
foreign language, conversational analysis, interillumination, counter word
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-12824 (URN)10.1080/07908318.2010.515994 (DOI)000283881000004 ()
Available from: 2011-01-11 Created: 2011-01-03 Last updated: 2017-12-11Bibliographically approved
2. Making complexities (in)visible: empirically-derived contributions to the scholarly (re)presentations of social interactions
Open this publication in new window or tab >>Making complexities (in)visible: empirically-derived contributions to the scholarly (re)presentations of social interactions
2012 (English)Manuscript (preprint) (Other academic)
National Category
Social Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-25367 (URN)
Funder
Swedish Research Council
Available from: 2012-08-27 Created: 2012-08-27 Last updated: 2017-10-18Bibliographically approved
3. Crafting instructions collaboratively
Open this publication in new window or tab >>Crafting instructions collaboratively
(English)Manuscript (preprint) (Other academic)
Abstract [en]

This study examines classroom task instructions – an event commonly associated with noninteractional objectives and operations – as interactionally complex and co-crafted. Analyses of video sequences of task instructional activity from four different secondary school lessons seek to show that the management of task instructions is a distributed accomplishment, a locally sensitive order, arranged and sustained by its members. As sense-making projects, student questions routinely contribute to the work of orienting to tasks. Data show that instructors take remarkable care to meet both individual and collective accountabilities set up by student contributions in this environment. To achieve this objective, dual addressivity proves instructionally crucial. The study identifies two related senses in which task instructions are crafted collaboratively – sequentially and simultaneously. Educationally, it appears vital to recognize student instructed action as a condition for making task instructions followable and such in vivo work as integral to task-related learning.

Keywords
task instructions, classroom interaction, conversation analysis, (dual) addressivity.
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-35189 (URN)
Available from: 2014-05-28 Created: 2014-05-28 Last updated: 2017-10-17Bibliographically approved
4. Language through languaging: Contested boundaries and semiotic countering
Open this publication in new window or tab >>Language through languaging: Contested boundaries and semiotic countering
(English)Manuscript (preprint) (Other academic)
Abstract [en]

The complexity of language (Chapman, 2006) and its pervasiveness in our everyday lives (Hanks, 1996) challenges the task of trying to grasp language analytically. One way to make some inroads into the complexity of language is to approach it through scientific theories and conceptual apparatus. As Chapman (2006) explains, a scientific theory only accounts for one part of an intricate subject matter, but, the narrowing of scientific focus to certain aspects of the complex allows scientists to “say something constructive and systematic about what is going on” (p. 13). In this text, I seek to gain some leverage on language as a complex natural phenomenon through the concept of languaging.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-35190 (URN)
Available from: 2014-05-28 Created: 2014-05-28 Last updated: 2017-10-17Bibliographically approved

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