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dc.contributor.authorJakonen, Teppo
dc.contributor.authorEvnitskaya, Natalia
dc.date.accessioned2020-05-18T07:52:42Z
dc.date.available2020-05-18T07:52:42Z
dc.date.issued2020
dc.identifier.citationJakonen, T., & Evnitskaya, N. (2020). Teacher smiles as an interactional and pedagogical resource in the classroom. <i>Journal of Pragmatics</i>, <i>163</i>, 18-31. <a href="https://doi.org/10.1016/j.pragma.2020.04.005" target="_blank">https://doi.org/10.1016/j.pragma.2020.04.005</a>
dc.identifier.otherCONVID_35430046
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/69005
dc.description.abstractIn 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 various kind, but less is known about the sequential and activity contexts of teachers’ laughter-relevant practices, as well as their pedagogical functions. We use multimodal conversation analysis (CA) to investigate the interactional unfolding and pedagogical orientations of teacher smiles during instructional IRE (initiation-response-evaluation) sequences in a corpus of 37 bilingual lessons collected in schools in Finland and Spain. In analysing the focal smiles, we pay attention to their temporal relationships to students’ preceding and subsequent facial expressions and the unfolding of on-going talk. We argue that smiling can index teachers’ affiliative and pedagogical responsiveness to troubles and competences implied by prior student actions. The analysis of selected data fragments shows how smiling is part of multimodal action packages through which teachers manage momentary action disalignments and restore a sense of students as competent actors. The findings contribute towards recent CA research on the embodied and interactional nature of teaching and learning by showing some ways in which smiling is a situated practice used for professional purposes.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesJournal of Pragmatics
dc.rightsCC BY 4.0
dc.subject.othersmiling
dc.subject.otherclassroom interaction
dc.subject.othercontent and language integrated learning (CLIL)
dc.subject.otherconversation analysis
dc.subject.otherlaughter
dc.titleTeacher smiles as an interactional and pedagogical resource in the classroom
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202005183259
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.contributor.oppiaineEnglannin kielifi
dc.contributor.oppiaineEnglishen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange18-31
dc.relation.issn0378-2166
dc.relation.volume163
dc.type.versionpublishedVersion
dc.rights.copyright© 2020 The Authors. Published by Elsevier B.V.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber310387
dc.subject.ysonauru
dc.subject.ysovieraskielinen opetus
dc.subject.ysoluokkatyöskentely
dc.subject.ysohymy
dc.subject.ysokeskustelunanalyysi
dc.subject.ysoopetustilanne
dc.subject.ysoopettaja-oppilassuhde
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p7715
jyx.subject.urihttp://www.yso.fi/onto/yso/p12222
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
jyx.subject.urihttp://www.yso.fi/onto/yso/p28790
jyx.subject.urihttp://www.yso.fi/onto/yso/p7828
jyx.subject.urihttp://www.yso.fi/onto/yso/p569
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.pragma.2020.04.005
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundinginformationThe study has been funded by the Academy of Finland (Grant no. 310387), the Finnish Cultural Foundation, the Catalan Agency for Management of University and Research Grants (Grants no. 2014-SGR-1190 and 2017-SGR-1728), and the Research Collegium for Language in Changing Society (University of Jyväskylä).


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Except where otherwise noted, this item's license is described as CC BY 4.0