| 1. |
- Abreu Fernandes, Olga, et al.
(författare)
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Designedly incomplete utterances as prompts for co-narration in home literacy events with young multilingual children
- 2022
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Ingår i: Linguistics and Education. - : Elsevier. - 0898-5898 .- 1873-1864. ; 71
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Tidskriftsartikel (refereegranskat)abstract
- This video-ethnographic study investigates how designedly incomplete utterances (DIUs) are used during home literacy events in three bilingual families with young chidlren in Sweden to prompt collaborative storybook reading in the chidlren's heritage language, Russian. The multimodal interactional analyses uncover how DIUs, in concert with other semiotic resources, create a sequential environment to prompt chidlren's speech production in relation to the text at hand, to negotiate language choice and alignment with an ongoing literacy project, and to creatively exploit the DIU structure to initiate storytelling. The findings moreover show that recurrent use of DIUs during reading of well-known to teh child texts with rhythm and rhyme allow for ritualized engagemnet in co-narration, in all contributing to children's socialization to oral performance in the heritage language.
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| 2. |
- Björk, Oscar, 1990-, et al.
(författare)
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The dialogism of 'telling' : Intertextuality and interdiscursivity in early school writing
- 2023
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Ingår i: Linguistics and Education. - : Elsevier. - 0898-5898 .- 1873-1864. ; 74
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Tidskriftsartikel (refereegranskat)abstract
- HighlightsUses a Bakhtinian analysis of dialogism in early school writing.Shows how student make use of dialogic experiences when writing.Suggests the term ‘associative intertextuality’ for analysis of early writing.Shows the presence of interplay of centrifugal and centripetal forces.Theoretical and empiric argumentation for didactic attention to heteroglossia.Recently, Sweden has seen a rise in research concerning content and functional aspects of early school writing and has a tradition of form-orientated research. While this provides important insights, few studies still focus on dialogism in early school writing and on how students draw on experiences in writing. This study aims to shed light on the interplay between student experiences and their written texts in primary school writing instruction. Using intertextual and interdiscursive analysis, this study examines 38 student texts divided into two corpora and written concerning two different prompts. The prompts generated very different texts that showed a complex dialogism through the inner speech of the students. The intertextual and interdiscursive dialogues in the respective corpora draw on different conventions of writing and on different experiential worlds. The study further shows how heteroglossic centrifugal forces can work alongside monoglossic centripetal forces in the social practices of early school writing.
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| 3. |
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| 4. |
- Bozbiyik, Merve, et al.
(författare)
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Displays of co-constructed content knowledge using translanguaging in breakout and main sessions of online EMI classrooms
- 2024
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Ingår i: Linguistics and Education. - : Elsevier Ltd. - 0898-5898 .- 1873-1864. ; 80
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Tidskriftsartikel (refereegranskat)abstract
- There is a growing research interest in the dynamics of English Medium Instruction (EMI) university classroom interactions in non-Anglophone contexts. In the present study, we track the procedural unfolding of content knowledge co-construction across multiple online activities in an online EMI university classroom. Using Multimodal Conversation Analysis to examine the screen recordings of an undergraduate course on Educational Sciences at a state EMI university in Türkiye, we show how translanguaging plays a central role in enabling the participants’ displays of content knowledge by deploying multilingual (English, Turkish, the focal EMI university jargon) and multimodal (i.e., coordinating verbal and multimodal materials on the screen) resources across four phases of the online class, namely (i) lecturer talk, (ii) pre-task, (iii) task engagement in breakout rooms, and (iv) sharing outputs in the main room. The study brings implications for higher education EMI classroom interactions by describing the multilingual, multifaceted, multimodal, and sequential organization of screen-recorded online environments.
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| 5. |
- Cekaite, Asta, et al.
(författare)
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Enchantment in storytelling: Co-operation and participation in childrens aesthetic experience
- 2018
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Ingår i: Linguistics and Education. - : ELSEVIER SCIENCE BV. - 0898-5898 .- 1873-1864. ; 48, s. 52-60
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Tidskriftsartikel (refereegranskat)abstract
- In early childhood education, storytelling has traditionally been seen as a learning activity that lays the groundwork for childrens vocabulary and literacy development. The present study uses video-recorded storytelling events to examine young childrens emotional involvement and aesthetic experiences during adult storytelling in a regular Swedish preschool for 1- to 3.5-year-olds. By adopting a multimodal interactional perspective on human sense-making, socialization, and literacy (Goodwin, 2017), it contributes to research examining multimodality in early childhood literacy (Kyratzis amp; Johnson, 2017). The analytical focus is on co-operation in aesthetic experience: the teachers ways of organizing an entertaining, affectively valorized and enchanting storytelling, and the children audiences verbal and nonverbal participation (Goodwin amp; Goodwin, 2004). The study shows that teachers used lighthouse gaze, props, marked prosody and pauses to invite the child audience to participate, join the attentive multiparty participation frameworks and share the affective layering of story. The young children exploited the recognizability of the story and contributed by co-participating through bodily repetitions, choral completions, elaborating or volunteering anticipatory contributions, and pre-empting the upcoming story segment. The study suggests that through adult-child co-operation, the embodied telling becomes a site for childrens affective and aesthetic literacy socialization. (C) 2018 The Authors. Published by Elsevier Inc.
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| 6. |
- Cekaite, Asta, 1972-
(författare)
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Socializing emotionally and morally appropriate peer group conduct through classroom discourse
- 2013
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Ingår i: Linguistics and Education. - : Elsevier. - 0898-5898 .- 1873-1864. ; 24:4, s. 511-522
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Tidskriftsartikel (refereegranskat)abstract
- Adopting a socioculturally informed perspective on emotions, the present study explores institutional practices for socializing first grade students’ emotionally and morally appropriate peer group conduct. The methods adopted combine an ethnographic fieldwork and interaction analyses of language socialization. The study examines teacher-solicited children's reports on peer group events (similar to Sharing time narratives), their design features, and the teachers’ evaluative responses in primary school classroom interactions. The analysis shows that event descriptions and narratives were imbued with moral and emotional meanings, constituting the primary discursive site where participants engaged in ‘emotion talk’ and oriented to a range of (mostly negative) emotions. The teachers inculcated the understanding of emotions as relational phenomena with moral and social consequences. Children participated actively, negotiated and resisted specific versions of events and their moral and emotional consequences. In all, the study shows that these discursive practices served as multifaceted socializing sites for (i) learning how to evaluate the moral aspects of actions and emotions; (ii) practicing how to discursively present oneself as a morally responsible person.
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| 7. |
- Cekaite, Asta
(författare)
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Triadic conflict mediation as socialization into perspective taking in Swedish preschools
- 2020
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Ingår i: Linguistics and Education. - : ELSEVIER. - 0898-5898 .- 1873-1864. ; 59
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Tidskriftsartikel (refereegranskat)abstract
- This paper is a video-ethnographic language socialization study that examines the discursive, linguistic and embodied features of the teachers and childrens ways of conflict mediation and resolution. The study describes the ways in which young children (three to five-year olds) in several preschools in Sweden are being socialized into the interactional competences and perspective taking necessary for managing conflict situations. It is shown that teacher-guided conflict resolution was accomplished through triadic interactions involving the teacher as a mediator. Teachers used questions to encourage and direct children to convey their volition, wants, and wishes to their peers, and requested the other children to listen. It is argued that such discursive practices socialize children to perspective taking, and that this socialization is linked to wider societal norms of Swedish preschools and Swedish society, namely democratic values of equality, agency, individualism, and solidarity. (C) 2019 The Author. Published by Elsevier Inc.
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| 8. |
- Danielsson, Kristina, 1961-
(författare)
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Modes and meaning in the classroom – The role of different semiotic resources to convey meaning in science classrooms
- 2016
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Ingår i: Linguistics and Education. - : Elsevier BV. - 0898-5898 .- 1873-1864. ; 35, s. 88-99
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Tidskriftsartikel (refereegranskat)abstract
- This study is framed within social semiotic perspectives on multimodality, and it has a twofold aim. The primary aim is to analyze the ways in which teachers draw on different semiotic resources when introducing a new scientific concept in secondary school science classrooms, and to link the results to modal affordance. A secondary aim is to try out parallel analyses of different modes in multimodal meaning making using the ideational meta-function of the SFL framework. Analyses are based on instructional episodes when chemistry teachers introduced the atom as a scientific phenomenon. The main focus of the analyses is on processes used in different modes and how these depict the atom as either static or dynamic. The framework proved fruitful, and analyses revealed important patterns as to what aspects of the atom were given through what mode(s), something which could partly be linked to modal affordance. The results are discussed in relation to its implications for research and education.
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| 9. |
- Demirören, M., et al.
(författare)
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A conversation analytic investigation into displays of expertise of different tutors in small group clinical skills training
- 2024
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Ingår i: Linguistics and Education. - : Elsevier Ltd. - 0898-5898 .- 1873-1864. ; 79
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Tidskriftsartikel (refereegranskat)abstract
- Clinical skills training requires a comprehensive understanding of how tutors demonstrate their knowledge, and fulfil their tutoring practices in medical education. This study aims to investigate expertise demonstration of different tutors following students' requests for information during clinical skills training. For this purpose, video recordings of the suturing skill training provided by three different tutors (medical expert, research assistant, and near-peer tutor) were analysed through Conversation Analysis. The findings show that medical expert showcases expertise knowledge through different practices such as using directives and providing assessments while the research assistant takes a more collaborative approach, involving peers in the learning process. The study also indicates that the near-peer tutor employs concise and less informative utterances, refrains from giving direct feedback. This research offers valuable insights into how tutors display expertise by documenting various interactional practices in clinical skills training, and providing data-driven implications for professional training programs in medical education.
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| 10. |
- Duggan, Nora, 1992-
(författare)
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“Why the long nose?” : A sociolinguistic analysis of deaf migrants’ language learning experiences in adult education
- 2023
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Ingår i: Linguistics and Education. - 0898-5898 .- 1873-1864. ; 78
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Tidskriftsartikel (refereegranskat)abstract
- Linguistic skills are often seen as valuable capital necessary for migrants to successfully integrate into society. As part of Sweden's integration policy, deaf migrants are provided with opportunities to learn Swedish and Swedish Sign Language. Using an ethnographic approach comprising of classroom observations and semi-structured interviews in four folk high schools in Sweden, this study examines how deaf migrants’ linguistic and cultural backgrounds influence their language learning experiences. The study also explores different misunderstandings that have arisen as a result of not having the relevant linguistic resources necessary for efficient communication. The findings show the complexity of language learning and how this process is influenced by several social factors such as communication with family growing up, educational experiences or lack thereof, and cultural differences.
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