Multimodal Participation and Engagement : : Social interaction in the Classroom / / Christine M. Jacknick.

• Superior document: Title is part of eBook package: De Gruyter EBOOK PACKAGE COMPLETE 2021 English
• VerfasserIn: Jacknick, Christine M.,
• Place / Publishing House: Edinburgh : : Edinburgh University Press, , [2022]; ©2021
• Year of Publication: 2022
• Language: English
• Series: Studies in Social Interaction : SSI
• Physical Description: 1 online resource (256 p.)
• Other title: Frontmatter --; Contents --; Preface --; Acknowledgments --; 1. Introduction --; 2. Classroom Discourse and Multimodal Conversation Analysis --; 3. The Presentation of Self as Student --; 4. Student Participation and Engagement --; 5. Multimodal (Non-)participation and (Dis)engagement --; 6. Multimodal Listening --; 7. Non-participation and Disengagement --; 8. Conclusion --; Appendix 1: Transcription Conventions --; Appendix 2: Multimodal Transcript of Extract 6.2 Visual Writing --; Appendix 3: Multimodal Transcript of Extract 6.4 I hope everybody’s noticing --; References --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781474455206; 9783110754001; 9783110753776; 9783110754117; 9783110753882; 9783110780406
• DOI: 10.1515/9781474455206
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Christine M. Jacknick.

Conceptualising learner participation as a multimodal phenomenonFeatures extracts from naturally occurring classroom interaction in L2 and non-L2 settingsDefines key pedagogical concepts such as learner participation and learner engagementVideo extracts clearly illustrate multimodal actionsTraditionally, teachers and researchers have looked for student participation in moments when teachers provide interactional space for it – this book takes a more holistic approach, examining how learners are participating (or not) throughout classroom interaction. It looks beyond turn-taking to consider participation as a multimodal phenomenon, including actions such as posture and gaze. It also expands the scope of classroom conversation analysis in three ways: 1) by focusing on student actions 2) by incorporating multimodal analysis, and 3) by examining both language learning contexts and non-L2 classrooms. In doing so the book uncovers how the identity of ‘being a student’ is enacted and provides implications for practice, teacher education and observation including emphasis on teacher interactional awareness and reflective practice.