Cadres de participation en transition: une perspective multimodale sur lorganisation de la parole en classeF. Steinbach Kohler, V. Fasel Lauzon and E. Berger firstname.lastname@example.org
Publié en ligne le 9 juillet 2008
In classroom interactions, participants have to deal with a variety of aspects related to the institutionnal setting: namely, the institutionnally distributed role-relations between teacher and student as well as the multipartyness of the interaction. These features allow for a variety of participation frameworks (teacher-student interaction vs. student-student interaction; one-to-one interaction vs. one-to-multiple interaction, on-task vs. off-task interactions, official vs. non-official interactions, etc.). Some of these may very vell occur simultaneously, and their analytical distinction may not hold at close scrutiny. However, in order to manage these multiple possibilities, participants not only exhibit by verbal and non-verbal means the adressee of their talk, which implies among other things establishing recipiency, and the interactional space to which they are orienting to, but actively create, maintain and abandon these interactional spaces, that is participation frameworks, on a moment-by-moment basis. Drawing from Conversation Analysis, we will take a stance on the sequentially deployed actions for rearranging participation frameworks through linguistic and multimodal resources. Our aim is to analyze shifts in participation frameworks and their impact on the interactional and discursive dynamics, taking into account the multimodal levels of interaction for establishing and changing participation frameworks. The data for our study consists of videotaped French first and advanced foereign language classroom interactions.
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