Hoey, Elliott M., David DeLiema, Rachel S. Y. Chen, & Virginia J. Flood. 2018. “Imitation in Children’s Locomotor Play.” Research on Children and Social Interaction 2(1):1-24. https://doi.org/10.1558/rcsi.36016
Abstract
Children commonly engage in social locomotor play—the horsing around, running about, and physical contact characteristic of playgrounds and neighborhood streets. To adults and outsiders, this activity may look like undisciplined chaos. However, the very recognizabilitly of locomotor play—the fact that children observably pull it off together as a discriminate activity—points to a set of shared practices for its accomplishment. In this article, we investigate children’s methods and resources for organizing social locomotor play. Using video recordings of 5-6yo children playing during an immersive technologically-mediated science lesson, our analysis shows in fine detail some of the orderliness of social locomotor play. In particular, we demonstrate how children use imitation to organize the initiation and progression of this activity.
Flood, Virginia J. 2018. “Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts.” Human Development 61(3):145-173. http://doi.org/10.1159/000488693
Abstract
A perpetual problem learners face is identifying which aspects of embodied experiences are relevant for appreciating the world in culturally specific ways. Vygotsky argued that social interactions with more competent cultural members provide arenas for linking everyday and scientific concepts . However, the precise interactional mechanisms of how these linkages are forged remain underexamined. I argue that understanding these mechanisms requires examining how intersubjectivity is built and maintained. I propose that ethnomethodological conversation analysis and the co-operative action framework provide a uniquely suited analytic orientation for this project because they focus on the fine details of the actual practical methods people use to procedurally achieve intersubjectivity. To illustrate the utility of these approaches, I show how the fine details of multimodal revoicing interactions present semiotic challenges that allow learners to link everyday and scientific concepts. Specifically, I examine the role dialogic gesture plays in reformulating a multimodally expressed idea about what it means to “go faster.”
Edmonds, Rosalie. 2021. “Students as Language Experts: Collaboration and Correction in a Bilingual Cameroonian Classroom.” International Journal of Bilingual Education and Bilingualism 24(2):260-274. http://doi.org/10.1080/13670050.2018.1456513
Abstract This study examines the negotiation of language-related problems in a bilingual environmental education workshop in Cameroon. In contrast to the traditional Cameroonian classroom, where only one language is used and teachers are viewed as the exclusive source of knowledge, during the workshop, teachers’ errors in French create an opportunity for both teachers and students to collaboratively restructure participant roles. This correction leads to an atmosphere where students are active and engaged co-producers of knowledge, instead of passive recipients. While much has been written about how teachers correct students, this study looks instead at teachers’ linguistic errors, and how the treatment of these errors can create a more equitable classroom dynamic. It therefore uses a conversation analytic framework to analyze recordings of classroom conversation, combined with interviews with teachers surrounding their linguistic backgrounds and teaching philosophies. The results of this study contribute to discussions regarding the negotiation of multilingualism in the classroom, which is of particular significance as it becomes more common worldwide for educators to teach in languages in which they are not fluent.
Hoey, DeLiema, Chen, & Flood: Imitation in Children’s Locomotor Play
/Publications by nalamattinaHoey, Elliott M., David DeLiema, Rachel S. Y. Chen, & Virginia J. Flood. 2018. “Imitation in Children’s Locomotor Play.” Research on Children and Social Interaction 2(1):1-24. https://doi.org/10.1558/rcsi.36016
Abstract
Children commonly engage in social locomotor play—the horsing around, running about, and physical contact characteristic of playgrounds and neighborhood streets. To adults and outsiders, this activity may look like undisciplined chaos. However, the very recognizabilitly of locomotor play—the fact that children observably pull it off together as a discriminate activity—points to a set of shared practices for its accomplishment. In this article, we investigate children’s methods and resources for organizing social locomotor play. Using video recordings of 5-6yo children playing during an immersive technologically-mediated science lesson, our analysis shows in fine detail some of the orderliness of social locomotor play. In particular, we demonstrate how children use imitation to organize the initiation and progression of this activity.
Virginia J. Flood: Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts
/Publications by nalamattinaFlood, Virginia J. 2018. “Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts.” Human Development 61(3):145-173. http://doi.org/10.1159/000488693
Abstract
A perpetual problem learners face is identifying which aspects of embodied experiences are relevant for appreciating the world in culturally specific ways. Vygotsky argued that social interactions with more competent cultural members provide arenas for linking everyday and scientific concepts . However, the precise interactional mechanisms of how these linkages are forged remain underexamined. I argue that understanding these mechanisms requires examining how intersubjectivity is built and maintained. I propose that ethnomethodological conversation analysis and the co-operative action framework provide a uniquely suited analytic orientation for this project because they focus on the fine details of the actual practical methods people use to procedurally achieve intersubjectivity. To illustrate the utility of these approaches, I show how the fine details of multimodal revoicing interactions present semiotic challenges that allow learners to link everyday and scientific concepts. Specifically, I examine the role dialogic gesture plays in reformulating a multimodally expressed idea about what it means to “go faster.”
Rosalie Edmonds: Students as Language Experts
/Publications by nalamattinaThis study examines the negotiation of language-related problems in a bilingual environmental education workshop in Cameroon. In contrast to the traditional Cameroonian classroom, where only one language is used and teachers are viewed as the exclusive source of knowledge, during the workshop, teachers’ errors in French create an opportunity for both teachers and students to collaboratively restructure participant roles. This correction leads to an atmosphere where students are active and engaged co-producers of knowledge, instead of passive recipients. While much has been written about how teachers correct students, this study looks instead at teachers’ linguistic errors, and how the treatment of these errors can create a more equitable classroom dynamic. It therefore uses a conversation analytic framework to analyze recordings of classroom conversation, combined with interviews with teachers surrounding their linguistic backgrounds and teaching philosophies. The results of this study contribute to discussions regarding the negotiation of multilingualism in the classroom, which is of particular significance as it becomes more common worldwide for educators to teach in languages in which they are not fluent.
Sonia Rao: Communicating in Times of Crises
/Publications by nalamattina