TY  - JOUR
A1  - Hall, Joan Kelly
A1  - Malabarba, Taiane
A1  - Kimura, Daisuke
T1  - What’s Symmetrical?
T2  - The Embodied Work of Teaching
N2  - This  chapter  investigates  teacher  management  of  learner  turns  in  an  American  second-grade  classroom  during  a  read-aloud  activity.  A  read-aloud is a whole-group instructional activity which involves a teacher read-ing aloud a book to a cohort of students as they listen (Tainio & Slotte, 2017).  Using  ethnomethodological  conversation  analysis  (EMCA)  and  drawing on the concepts of alignment and affi    liation (Steensig, 2012; Stivers, 2008; Stivers et al., 2011), we investigate how embodied practices such as gaze, facial expressions, body positioning and gestures in addition to verbal practices  are  used  by  the  teacher  separately  and  together  to  respond  to  learner turns in ways that keep the learners aff ectively engaged and, at the same time, ensure the orderly progression of the lesson. Our analysis shows that teacher cooperative management of learners’ turns involves: (1) orient-ing to them as affi  liative tokens in order to neutralize their disaligning force while still treating learners as cooperative participants in the activity; and (2) managing turns not only according to their sequential positions and the actions they project but, just as importantly, to the larger instructional proj-ect being accomplished. The study contributes to the re-specifi cation of the everyday grounds of teaching in order to broaden understandings of the specialized nature of such work (Macbeth, 2014).
Y1  - 2019
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/50551
SN  - 978-1-78892-548-8
SN  - 978-1-78892-550-1
SN  - 978-1-78892-549-5
VL  - 75
SP  - 37
EP  - 56
PB  - Multilingual Matters
CY  - Bristol
ER  -