TY  - JOUR
A1  - Hall, Joan Kelly
A1  - Malabarba, Taiane
A1  - Kimura, Daisuke
T1  - What’s Symmetrical?
BT  - A Teacher’s Cooperative Management of Learner Turns in a Read-aloud Activity
JF  - 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
SN  - 978-1-78892-548-8
SN  - 978-1-78892-550-1
SN  - 978-1-78892-549-5
U6  - https://doi.org/10.21832/9781788925501-006
VL  - 75
SP  - 37
EP  - 56
PB  - Multilingual Matters
CY  - Bristol
ER  - 
TY  - JOUR
A1  - Malabarba, Taiane
A1  - Oliveira Mendes, Anna Carolina
A1  - de Souza, Joseane
T1  - Multimodal resolution of overlapping talk in video-mediated L2 instruction
JF  - Languages : open access journal
N2  - This paper investigates a pervasive phenomenon in video-mediated interaction (VMI), namely, simultaneous start-ups, which happen when two speakers produce a turn beginning in overlap. Based on the theoretical and methodological tenets of conversation analysis and interactional linguistics, the present study offers a multimodal and sequential account of how simultaneous start-ups are oriented to and solved in the context of English as an additional language (L2) tutoring. The micro- and sequential analysis of ten hours of screen-recorded video-mediated data from tutoring sessions between an experienced tutor and an advanced-level tutee reveals that the typical overlap resolution trajectory results in the tutor withdrawing from the interactional floor. The same analysis uncovered a range of resources, such as lip pressing and the verbal utterance 'go ahead', employed in what we call enhanced explicitness, through which the withdrawal is done. The orchestration of these resources allows the tutor to exploit the specific features of the medium to resolve simultaneous start-ups while also supporting the continuation of student talk. We maintain that this practice is used in the service of securing the learner's interactional space, and consequently in fostering the use of the language being learned. The results of the study help advance current understandings of L2 instructors' specialized work of managing participation and creating learning opportunities. Being one of the first studies to detail the practices involved in overlap resolution in the micro-context of simultaneous talk on Zoom-based L2 instruction, this study also makes a significant contribution to research on video-mediated instruction and video-mediated interaction more generally.
KW  - video-mediated interaction (VMI)
KW  - English as an additional language
KW  - (L2)
KW  - teaching
KW  - turn-taking
KW  - overlap resolution
KW  - 'go ahead';
KW  - multimodality
KW  - conversation analysis
KW  - interactional linguistics
Y1  - 2022
U6  - https://doi.org/10.3390/languages7020154
SN  - 2226-471X
VL  - 7
IS  - 2
PB  - MDPI
CY  - Basel
ER  -