Multimodal conversation analysis and CLIL classroom practices
Evnitskaya, N., & Jakonen, T. (2017). Multimodal conversation analysis and CLIL classroom practices. In A. Llinares, & T. Morton (Eds.), Applied Linguistics Perspectives on CLIL (pp. 201-220). John Benjamins. Language Learning and Language Teaching, 47. https://doi.org/10.1075/lllt.47.12evn
Julkaistu sarjassa
Language Learning and Language TeachingPäivämäärä
2017Tekijänoikeudet
© John Benjamins, 2017. This is a final draft version of an article whose final and definitive form has been published by John Benjamins. Published in this repository with the kind permission of the publisher.
This chapter introduces multimodal Conversation Analysis (CA) as a research
framework for CLIL classroom interaction. We begin by presenting key methodological
principles of CA and discussing how CA has recently broadened its analytical focus to
examine how modalities such as gestures and texts are used as resources for interaction.
Following this, we review recent (multimodal) CA work that has investigated teaching
and learning practices in classrooms involving second language users, such as in CLIL
and immersion settings. To illustrate the described methodological orientation, we
briefly analyse one video-recorded interaction and conclude by suggesting research
areas related to CLIL classrooms that could benefit from a multimodal CA perspective.
Julkaisija
John BenjaminsEmojulkaisun ISBN
978-90-272-1336-5Kuuluu julkaisuun
Applied Linguistics Perspectives on CLILAsiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/27798571
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
Negotiating epistemic asymmetries during crisis management exercises : Pre-emptive and corrective practices
Rautiainen, Iira; Oittinen, Tuire (De Gruyter, 2024)This study investigates interactional practices to negotiate epistemic asymmetries in multinational crisis management training in which English is used as a lingua franca (ELF). More specifically, we focus on exercises ... -
Knowing matters : how students address lack of knowledge in bilingual classroom interaction
Jakonen, Teppo (University of Jyväskylä, 2014) -
Teacher smiles as an interactional and pedagogical resource in the classroom
Jakonen, Teppo; Evnitskaya, Natalia (Elsevier, 2020)In classroom settings, laughter and smiles are resources for action that are available to both teachers and students. Recent interactional studies have documented how students use these resources to deal with trouble of ... -
Multimodal blame attributions in technology-supported peer interaction
Vänttinen, Minttu; Kääntä, Leila (Taylor & Francis, 2024)This study investigates the multimodal construction of blame attributions in peer interaction during digital tasks in English as a Foreign Language classrooms. Drawing on multimodal conversation analysis (CA), we examine ... -
Learning Grammar for Social Action : Implications for Research and Language Teaching
Piirainen-Marsh, Arja; Lilja, Niina (Wiley, 2022)
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.