TY  - JOUR
A1  - Gerstenberg, Annette
A1  - Lindholm, Camilla
T1  - Language and aging research
BT  - new insights and perspectives
JF  - Linguistics vanguard
N2  - Our introduction to the special collection gives an overview of the research projects which were originally presented at the third CLARe network conference. We group the research under four cross-sectional topics that unite the different contributions: the data used in the research, the theoretical frameworks, the languages and varieties which are represented and the situational contexts which are examined. These projects represent the current state of research in this field and allows the reader to orient themselves within this diverse field but also leaves many questions open and provides impetus for future lines of research. The interaction and collaboration between diverse disciplines is the central aspect which unites all contributions to the special collection.
KW  - language and aging
KW  - lifespan
KW  - health communication
KW  - language change
KW  - interactional linguistics
KW  - conversation analysis
KW  - corpus linguistics
KW  - psycholinguistics
KW  - sociolinguistics
KW  - computational linguistics
Y1  - 2019
U6  - https://doi.org/10.1515/lingvan-2019-0025
SN  - 2199-174X
VL  - 5
IS  - s2
PB  - De Gruyter
CY  - Berlin
ER  - 
TY  - JOUR
A1  - Aldrup, Marit
T1  - Well let me put it uhm the other way around maybe’
BT  - Managing students’ trouble displays in the CLIL classroom
JF  - Classroom discourse
N2  - This study is concerned with repair practices that a teacher and students employ to restore intersubjectivity when faced with interactional problems in a Content and Language Integrated Learning (CLIL) classroom. Adopting a conversation analytic (CA) approach, it examines the interactional treatment of students’ verbal and embodied trouble displays in a video-recorded, teacher-fronted geography lesson held in English at a German high school. At the same time, it explores to what extent the repair practices employed are fitted to this specific interactional context. The analysis shows that students’ verbal trouble displays often result in extensive repair sequences, whereas students’ embodied trouble displays are usually met with teacher self-repair in the transition space. In this way, the latter are resolved much earlier and more quickly. The study further reveals practices like reformulation and translation to be especially useful for repairing interactional problems in classrooms in which a foreign language is used as the medium of instruction. The findings may be of interest for prospective as well as practicing teachers in that they provide relevant insights into how interactional trouble can be successfully managed in (CLIL) classroom interaction.
KW  - Trouble displays
KW  - repair
KW  - embodiment
KW  - classroom interaction
KW  - conversation analysis
Y1  - 2019
U6  - https://doi.org/10.1080/19463014.2019.1567360
SN  - 1946-3014
SN  - 1946-3022
VL  - 10
IS  - 1
SP  - 46
EP  - 70
PB  - Routledge, Taylor & Francis Group
CY  - Abingdon
ER  -