Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy (Educational Linguistics, 46)

Classroom-based Conversation Analytic Research
	Contents
	Contributors
	Introduction: CA-SLA and the Diffusion of Innovations
		1 Introduction
		2 Ethnomethodological Conversation Analysis
			2.1 CA-SLA
			2.2 Teaching Interactional Competence
		3 Diffusion of Innovations Research
		4 Conclusions
		References
	Toward a Coherent Understanding of L2 Interactional Competence: Epistemologies of Language Learning and Teaching
		1 A (Historical) Prelude: The Demands of the Social World and the Advancement of Research
		2 Understanding Interactional Competence and Its Development
			2.1 Conceptual Challenges
			2.2 An Epistemologically Coherent and Empirically Validated Definition of the Target Object: From Communicative Competence to Interactional Competence
			2.3 An Empirically Grounded Understanding of the Developmental Trajectories of L2 Interactional Competence
		3 Longitudinal Studies on the Development of L2 IC and Their Implications: The In-Principle Affordances of the Classroom and Beyond
		4 Conclusion
		5 Implications—In a Nutshell
		References
	Part I: CA Research in L2 Classrooms
	Introduction to Part I
		References
	The Intersubjective Objectivity of Learnables
		1 Introduction
			1.1 The Statement of the Problem
		2 Intersubjectivity and the Emergence of Learnables
			2.1 A Socio-phenomenological Approach to Learnables
			2.2 A Dialogical Approach to Learnables, Converging on Sense-Making Procedures
		3 Data Analysis: Learnables from Theory to Action
			3.1 First Example
			3.2 Second Example
		4 Discussion
		5 Conclusion
		6 Theoretical Implications of Considering “Intersubjective Objectivity of Learnables”: The Issue of Context and Saliency in Practice
		7 Practical Implications for Pedagogy and Teacher Education: Multimodality in the Design of Pedagogical Activities
		Conventions for Transcribing Embodied Conduct
		References
	Doing the Daily Routine: Development of L2 Embodied Interactional Resources Through a Recurring Classroom Activity
		1 Introduction
		2 Classroom Interaction
		3 L2 Interactional Competence
		4 Data and Analysis
		5 Conclusions
		6 Pedagogical implications
		Conventions for Transcribing Embodied Conduct
		References
	“How Do You Spell That?”: Doing Spelling in Computer-Assisted Collaborative Writing
		1 Introduction
			1.1 Studies of Spelling Correction with a Spell-Checker
			1.2 Repair and Correction
			1.3 Collaboration and Scaffolding
			1.4 Epistemics
		2 Data and Methodology
		3 Analysis
			3.1 Correction Facilitated by the Spell-Checker
			3.2 Correction Facilitated by Collaboration
			3.3 Neither the Spell-Checker nor Collaboration Facilitates Epistemic Progression
		4 Discussion and Conclusions
		5 Pedagogical Implications
		References
	Instruction-Giving Sequences in Italian as a Foreign Language Classes: An Ethnomethodological Conversation Analytic Perspective
		1 Introduction
		2 Data
		3 Analysis
			3.1 Round 1
			3.2 Round 2
			3.3 Round 3
			3.4 Round 4
		4 Conclusions
		5 Pedagogical Implications
		References
	Part II: CA Research in Content Based Language Classrooms
	Introduction to Part II
		References
	Does a Positive Atmosphere Matter? Insights and Pedagogical Implications for Peer Interaction in CLIL Classrooms
		1 Introduction
		2 CA Research on Preference Organization, Repair and Disagreements and Face and Facework in Social Interaction
		3 The Multimodal Accomplishment of Group Work (and Facework) in L2 and CLIL Classroom Settings
		4 Data and Method
		5 Management of Facework and Group Work in CLIL Peer Interaction
		6 Discussion
		7 Pedagogical Implications and Conclusions
		Appendix: Conventions for Transcribing Embodied Conduct
		References
	Multimodal Perspective into Teachers’ Definitional Practices: Comparing Subject-Specific Language in Physics and History Lessons
		1 Introduction
		2 From a Theoretical Construct to an Academic Discourse Practice
		3 Definitions as a Situated Practice
		4 Data and Methodology
		5 Analysis of Data Excerpts
		6 On the Similarities and Differences of the Teachers’ Multimodal Definitions
		7 Conclusion
		8 Pedagogical Implications: Instructions for the Pedagogical ‘Reflection Tool’
		Appendix 1: Multimodal Transcription Conventions and Shorthand
		References
	Tracing Teachers’ Ordering Decisions in Classroom Interaction
		1 Introduction
		2 Literature Review
			2.1 Structural Regularities and Teacher Pedagogical Actions
			2.2 Topic Shift and Topical Coherence
			2.3 Teachers’ Ordering Decisions
		3 Data and Methods
		4 Analytical Exhibits
			4.1 From Content to Language
			4.2 From Technical Concept to Vocabularly Issue
			4.3 From General Description to a Specific Account
		5 Conclusion
		6 Pedagogical Implications
		References
	Part III: CA Research and Teacher Education
	Introduction to Part III
		References
	Transforming CA Findings into Future L2 Teaching Practices: Challenges and Prospects for Teacher Education
		1 Introduction
		2 Conversation Analysis and Language Teacher Education
		3 Developing Audio-Visual Materials for Teacher Education: A Comparative CA Perspective
			3.1 Building a Collection of and Comparing Interactional Phenomena: Teachers’ Management of Students’ L1 Usage
		4 Pedagogical Implications: Integrating CA Findings into a Technology Enhanced Language Teacher Education Framework Using VEO
		References
	Harnessing the Power of Heteroglossia: How to Multi-task with Teacher Talk
		1 Introduction
		2 Teaching as a Multifaceted Juggling Act
		3 Heteroglossia as a Potential Solution
		4 Pedagogical Implications: Training for Heteroglossia
			Scenario 1
			Scenario 2
		5 Coda: Implications for Curricular Innovation
		Conventions for Transcribing Embodied Conduct
		References
	“What Do You Think About This?”: Differing Role Enactment in Post-Observation Conversation
		1 Introduction
		2 Mentoring, Feedback, and Reflection Within POCs
		3 Mentoring as a Role-Set
		4 Methodology
			4.1 Setting and Participants
		5 Analysis
		6 Teacher-Initiated vs. Mentor-Initiated Episodes
		7 Feedback-Oriented vs. Reflection-Oriented
		8 Discussion and Conclusion
		9 Pedagogical Implications
		References
	Part IV: CA and Assessment
	Introduction to Part IV
		References
	A Micro-analytic Investigation into a Practice of Informal Formative Assessment in L2 Classroom Interaction
		1 Introduction
		2 Studies on Informal Formative Assessment and Classroom Interaction
		3 Method
			3.1 Data
			3.2 Epistemology
			3.3 Transcription and Analytic Procedures
		4 Findings
		5 Discussion and Conclusion
		6 Pedagogical Implications
		References
	Conceptualizing Interactional Learning Targets for the Second Language Curriculum
		1 Introduction
		2 Language, Action, and Interaction
		3 The Scope of IC
		4 One Example: Identifying and Formalizing a Learning Target
		5 IC and the L2 Curriculum
		6 Implications for Language Teaching
		References
	Some Considerations Regarding Validation in CA-Informed Oral Testing for the L2 Classroom
		1 Introduction
		2 Norms, Models, Frameworks, and Constructs
		3 Validity and LT
		4 Validity in CA
		5 Applications of CA to LT
		6 A CA-Informed Test-Development Project
			6.1 Overview of the Test Procedure
			6.2 Rating Scale and Empirical Response-Data
		7 Discussion
		8 Pedagogical Implications
		References
	Part V: Concluding Remarks
	Between Researchers and Practitioners: Possibilities and Challenges for Applied Conversation Analysis
		1 Introduction
			1.1 CA for Reflection on Pedagogical Practices
			1.2 CA for Reconsideration of Objects of Teaching and Assessment
			1.3 The Multilayered Ecology of the Classroom
			1.4 Translating Research: The Work of Applied Linguists and the Work of Language Teachers
		References
	L2 Interactional Competence and L2 Education
		1 Introduction
		2 Challenges for L2 Education: Epistemologies of Learning/Teaching and Their Implications
		3 Conclusion
		References
	CA Transcription Conventions (Based on Jefferson 2004)