| In order to initiate face-to-face interaction mutual demonstration of availability has to be managed (cf. Schegloff 1968; Schmitt/Deppermann 2007). In pedagogical settings of interaction (cf. Mehan 1979) this generic problem of opening situations is transformed in a characteristic way according to a particular pattern of role allocation, as video based observations (cf. Dinkelaker/Herrle 2009) reveal: teachers have to demonstrate that they are ready and learners that they are accessible for the imparting of knowledge. Thus the progression of interactional situations within opening periods alternates between the demonstration of readiness resp. accessibility for imparting of knowledge and the demonstration of availability for other engagements. To coordinate the direction (cf. Dausendschön-Gay/Krafft 2009) of their engagement, the actors have to time different states of attendance (anywhere / bodily present), addressability (anyone / addressable as teacher or learner) and attention (anything / oriented towards anticipated contents of the class). My contribution aims to illustrate methods of availability management that are applied by the actors within opening processes, using the example of classes in adult education. |
