Sequential Openings in Second Language Interactions in Educational Settings
| Number: | P72 |
| Organizer: | Pochon-Berger, Evelyne |
| Co-Organizer: | Anne Meyer, Kristian Mortensen |
| Abstract: | |
| This panel focuses on sequential openings in educational settings. Sequential openings are understood as the initiation of a specific activity, disaligned from the previous course of action, such as engaging in a task (Hellermann 2008, Mori, 2002), setting a new participation framework (teacher-fronted to peer-to-peer interaction or vice-versa), initiating a storytelling (Hellermann 2008), etc., which all imply shifts in participation structures. Such recurrent actions are interesting sites where complex interactional work can be observed insofar as participants need to negotiate joint attention, mutual engagement and ways to participate to a specific type of (upcoming) activity. For learners of a second language, these sequentially embedded actions are the very objects of learning. The panel therefore addresses how these interactionally accomplished practices are relevant for learning and pedagogy: what does it tell us about participants’, or “learners’”, interactional competence? How can (language) teachers benefit from these findings? The papers will rely on interactions in (multilingual) educational settings (Luxembourg, Switzerland, Italy etc.) involving various languages (German, French, Japanese, Italian, English…) at various schooling stages. They will consider cross-linguistic perspectives of the language involved. Rather than defining language/culture-specificities, the panel’s aim is to uncover specificities of language-learning/multilingual participants’ methods for organizing talk-in-interaction across institutional contexts. References Hellermann, J. (2008). Social Actions for Classroom Language Learning. Clevedon, UK, Multilingual Matters. Mori, J. (2002), Task desing, plan, and development of talk-in-inteaction: an analysis of a small group acitivity in a Japanese language classroom. Applied Linguistics, 23 (3): 323-347. |
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