1,721,025 research outputs found
Triadic conflict mediation as socialization into perspective taking in Swedish preschools
No full textThis paper is a video-ethnographic language socialization study that examines the discursive, linguistic and embodied features of the teachers and childrens ways of conflict mediation and resolution. The study describes the ways in which young children (three to five-year olds) in several preschools in Sweden are being socialized into the interactional competences and perspective taking necessary for managing conflict situations. It is shown that teacher-guided conflict resolution was accomplished through triadic interactions involving the teacher as a mediator. Teachers used questions to encourage and direct children to convey their volition, wants, and wishes to their peers, and requested the other children to listen. It is argued that such discursive practices socialize children to perspective taking, and that this socialization is linked to wider societal norms of Swedish preschools and Swedish society, namely democratic values of equality, agency, individualism, and solidarity. (C) 2019 The Author. Published by Elsevier Inc
Collaborative corrections with spelling control
No full textThe present study has explored how pairs of students deployed digital tools (spelling software) as resources in spontaneously occurring corrections of spelling errors. Drawing on the sociocultural theory of learning and ethnomethodological (Conversation Analytic) insights into social interaction, it has identified a range of consistent practices and uses of the spelling tools that were emergent in the everyday educational activities. As demonstrated, technology-assisted error corrections constituted a complex situation, where a number of socioculturally significant factors (goals of the task, properties of the software, and physical access to computer applications) shaped the trajectories of joint work. The present analysis shows in detail how the students approached the visually manifested language production errors by using two kinds of software resources, spelling lists, and a diagnostic tool. The inherent conceptual distinctions, characteristic of these tools, configured joint interpretative work and efforts to correct the errors in different ways. Recurrently, the students’ technology-based corrections were designed as autonomous, stepwise, locally improvised problem solutions, which were subsequently submitted for the evaluation of the diagnostic software. Overall, the study shows that the under-specification of the software’s instructions opened a space for the students’ creative engagement. The potentials of joint spelling software-assisted corrections for collaborative learning are discussed
Shepherding the child: embodied directive sequences in parent-child interactions
No full textThe present study explores how directives are constituted in and through situated verbal, bodily, and spatial practices. The foci are parental directives requesting routine family tasks to be carried out in an immediate situational context and necessitating the childs locomotion from one place to another (e.g., to take a bath, brush his/her teeth). As documented, such directive sequences were designed with what is here called parental shepherding moves, that is, "techniques of the body" (Mauss 1973 [1935]) that monitor the childs body for compliance. Body twist, a form of tactile intervention, was deployed to terminate the childs prior activity and initiate a relevant activity by perceptually reorienting the child in the lived architecture of the home. Tactile and non-tactile steering constituted means for monitoring and controlling the direction, pace, and route of the childs locomotion. Overall, these embodied directives served as multifunctional cultural tools that scaffolded the child into reflexive awareness of the dialogic and embodied characteristics of social action and accountability
Touch as social control: Haptic organization of attention in adult-child interactions
No full textThis study examines the interactional organization of sustained (temporally extended) control touch, deployed in adult child encounters in Swedish primary school and family settings. The detailed analysis shows that sustained touches are employed by adults to manage and monitor childrens participation, usually calling for appropriate displays of attention to particular activities. Sustained touch sets the evolving limits on the childs postural orientation and movements by establishing a sensorial, corporeal contact and is instrumental in arranging the childs bodily positioning into a particular participation framework. Retrospectively, it orients to the child recipients inattentiveness and inappropriate participation. Prospectively, it solicits and sustains the childs coordinated and attentive participation in activities that constitute a state of talk, e.g. interactionally big packages (Sacks, 1995), i.e., adults extended instructions or disciplining. In multi-tasking situations, sustained touch works to manage the multiple overlapping participation frameworks. The adult, already engaged in a talk-based activity, constrains the touch recipients conversational contribution, or puts it on hold, using sustained touch as a prosthetic resource to signal her/his prospective attention. In all, the interactional analysis of interpersonal touch shows how the situational conditions, social roles and relations inform and shape body behavior. (C) 2015 Elsevier B.V. All rights reserved.Funding Agencies|Swedish Research Council</p
Soliciting teacher attention in an L2 classroom: Affective displays, classroom artefacts, and embodied action
No full textThis paper explores L2 novices’ ways of soliciting teacherattention, more specifically, their summonses. The data arebased on detailed analyses of video recordings in a Swedishlanguage immersion classroom. The analyses illuminate the lexicalshape of summonses in conjunction with prosody, body posture,gestures, and classroom artefacts. As demonstrated, a simplestructure of summoning provided a handy method for solicitingand establishing the teacher's attention, and facilitated thenovices’ participation in classroom activities from earlyon. Importantly, however, the local design of the summonseswas influenced by the competitive multiparty classroom setting.The analyses illustrate how the novices upgraded their summonsesby displaying a range of affective stances. Different aspectsof the students’ embodied actions were employed as waysof indexing affective stances, for example ‘tired’,‘resigned’, or ‘playful’, that in thelocal educational order created methods that invited the teacher'sattention and conversational uptake. These locally availableresources allowed children to upgrade their summonses and toindicate their communicative projects, in spite of their limitedSwedish (L2) resources. The findings are discussed in termsof their implications for understanding participation in L2classroom interactions as being a matter of delicately calibratedcollaborative accomplishments
Subversive compliance and embodiment in remedial interchanges
No full textThis study examines normativity of affect and the affective embeddedness of normativity, instantiated as verbal and embodied stances taken by the participants in adult-child remedial interchanges. The data are based on one year of video fieldwork in a first-grade class at a Swedish primary school. An ethnographically informed analysis of talk and multimodal action is adopted. The findings show that the childrens affective and normative transgressions provided discursive spaces for adult moral instructions and socialization. However, the childrens compliant responses were resistant and subversive. They were designed as embodied double-voiced acts that indexed incongruent affective and moral stances. The findings further revealed several ways of configuring embodied double-voiced responses. The children juxtaposed multiple modalities and exploited the expectations of what constitutes appropriate temporal duration, timing, and shape of nonverbal responses. They (i) combined up-scaled verbal and embodied hyperbolic rhetoric when the teachers talk required but minimal responses, and (ii) configured antithetical affect displays, e.g., crying and smiling, or overlaid bodily displays of moral emotion (sadness, seriousness, and smiling) with aligning but exaggerated gestures and movements. Subversive, embodied double-voiced responses simultaneously acquiesced with and deflected the responsibility and effectively derailed a successful closure of remedial interchange.Funding Agencies|Swedish Research CouncilSwedish Research Council [DNR 7422013-7626]</p
Professional touch in speech and language therapy for the treatment of post-stroke aphasia
No full textThis chapter deals with the use of touch by speech and language therapists involved in the treatment of patients who have developed aphasia following a stroke. In the hospital setting, therapists use touch not only instrumentally, for guiding and instructing patients in the production of sounds, but also for accomplishing other types of actions related to the therapeutic activity. In particular, rapid or sustained touch of the patient’s arm or hand is used to secure the patient’s attention, guide their participation in the accomplishment of the tasks, and comfort and motivate them in moments of distress. This emotion regulation is particularly important in early aphasia recovery, during which therapists have to deal with patients’ feelings of fear, anxiety, and frustration. More generally, this chapter highlights the importance of a multimodal approach to aphasia pathology and its treatment and emphasises the crucial role played by haptic resources in handling participatory and affective dimensions within therapy
Touch in Social Interaction. Touch, Language, and Body
No full textRooted in multimodal conversation analysis and based on video recordings of naturally occurring social interactions, this book presents a novel analytical perspective for the study of touch. The authors focus on how different forms of touch are interactionally organized in everyday, institutional, and professional practices, showing how touch is multimodally achieved in social interaction, how it acquires its significance, how it is embedded in the current activity and in its social context, and how it is systematically intertwined with talk, facial expressions, and body posture. Including work by a wide range of renowned researchers, this volume provides rich visual illustrations of situations featuring touch as a social and intersubjective practice. The studies make a compelling contribution to the field by clearly examining and demonstrating the social meaning of touch for the participants in social interaction in a broad range of contexts. Presenting a new methodology for the study of touch, this is key reading for all researchers and scholars working in conversation analysis, multimodality, and related areas
Developing conversational skills in a second language : Language learning affordances in a multiparty classroom setting
No full textThis new volume of work highlights the distinctiveness of child SLA through a collection of different types of empirical research specific to younger learners. Characteristics of children's cognitive, emotional, and social development distinguish their experiences from those of adult L2 learners, creating intriguing issues for SLA research, and also raising important practical questions regarding effective pedagogical techniques for learners of different ages. While child SLA is often typically thought of as simple (and often enjoyable and universally effortless), in other words, as “child's play”, the complex portraits of young second language learners which emerge in the 16 papers collected in this book invite the reader to reconsider the reality for many younger learners. Chapters by internationally renowned authors together with reports by emerging researchers describe second and foreign language learning by children ranging from pre-schoolers to young adolescents, in home and school contexts, with caregivers, peers, and teachers as interlocutors.</p
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