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Majlesi, A. R., Nilsson, E. & Ekström, A. (2018). Video data as a method to understand non-verbal communication in couples where one person is living wih dementia. In: John Keady, Lars-Christer Hydén, Ann Johnson, Caroline Swarbrink (Ed.), Social research methods in dementia studies: inclusion and innovation (pp. 56-76). Abingdon, Oxon: Routledge
Open this publication in new window or tab >>Video data as a method to understand non-verbal communication in couples where one person is living wih dementia
2018 (English)In: Social research methods in dementia studies: inclusion and innovation / [ed] John Keady, Lars-Christer Hydén, Ann Johnson, Caroline Swarbrink, Abingdon, Oxon: Routledge, 2018, p. 56-76Chapter in book (Other academic)
Place, publisher, year, edition, pages
Abingdon, Oxon: Routledge, 2018
Keywords
Demenssjuka, Demens, Forskningsmetodik
National Category
Neurosciences
Identifiers
urn:nbn:se:liu:diva-144415 (URN)9781138699205 (ISBN)9781315517490 (ISBN)
Available from: 2018-01-19 Created: 2018-01-19 Last updated: 2018-01-26Bibliographically approved
Plejert, C., Majlesi, A. R. & Antelius, E. (2016). Flerspråkiga möten vid minnesklinik (1ed.). In: Ingrid Hellström, Lars-Christer Hydén (Ed.), Att leva med demens: (pp. 133-142). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Flerspråkiga möten vid minnesklinik
2016 (Swedish)In: Att leva med demens / [ed] Ingrid Hellström, Lars-Christer Hydén, Malmö: Gleerups Utbildning AB, 2016, 1, p. 133-142Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016 Edition: 1
Keywords
demenssjukdom, utredning, tolkmedierad, demens, demenssjuka
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:liu:diva-125768 (URN)9789140691651 (ISBN)
Funder
Riksbankens Jubileumsfond, M10-0187:1
Available from: 2016-03-03 Created: 2016-03-03 Last updated: 2016-11-22Bibliographically approved
Samuelsson, C., Ekström, A., Majlesi, A. R. & Plejert, C. (2016). Kommunikation vid demens (1ed.). In: Ingrid Hellström & Lars-Christer Hydén (Ed.), Att leva med demens: (pp. 63-70). Gleerups Utbildning AB
Open this publication in new window or tab >>Kommunikation vid demens
2016 (Swedish)In: Att leva med demens / [ed] Ingrid Hellström & Lars-Christer Hydén, Gleerups Utbildning AB, 2016, 1, p. 63-70Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2016 Edition: 1
National Category
Public Health, Global Health, Social Medicine and Epidemiology Social Sciences Interdisciplinary Gerontology, specialising in Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-125461 (URN)978-91-4069-165-1 (ISBN)
Available from: 2016-02-24 Created: 2016-02-24 Last updated: 2018-01-10
Ekström, A. & Majlesi, A. R. (2016). Samarbete och delaktighet. In: Ingrid Hellström, Lars-Christer Hydén (Ed.), Att leva med demens: (pp. 55-62). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Samarbete och delaktighet
2016 (Swedish)In: Att leva med demens / [ed] Ingrid Hellström, Lars-Christer Hydén, Malmö: Gleerups Utbildning AB, 2016, p. 55-62Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016
Keywords
Demens, Demenssjuka
National Category
Gerontology, specialising in Medical and Health Sciences Public Health, Global Health, Social Medicine and Epidemiology Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-125460 (URN)9789140691651 (ISBN)
Available from: 2016-02-24 Created: 2016-02-24 Last updated: 2018-01-10Bibliographically approved
Majlesi, A. R. (2015). Matching gestures: Teachers’ repetitions of students’ gestures in second language learning classrooms. Journal of Pragmatics, 76(1), 30-45
Open this publication in new window or tab >>Matching gestures: Teachers’ repetitions of students’ gestures in second language learning classrooms
2015 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 76, no 1, p. 30-45Article in journal (Refereed) Published
Abstract [en]

This study is about teachers’ responsive matching gestures in small instructing/learning projects in Swedish as a second language classes. Matching gestures are those gestures that are similar, if not identical, to those in the prior turns-at-talk. The focus of this study is on the repeated gestures, which are used, among other practical purposes, as teaching devices. They are examined in different sequence types such as correction, reformulation and explanation sequences. The data used for this study is a collection of excerpts extracted from the video recordings of teacher-student conversations. An ethnomethodological / conversation analytic framework is adapted for examining the phenomenon. The multimodal analysis of the excerpts shows that matching gestures in language learning situations have a double function. They are used for maintaining and sustaining intersubjectivity, and also for constructing teachable moments as well as learning opportunities. They are used as tying devices to connect teachers’ actions to the students’ prior actions, and are resources for the display of interactive coengagements and strong co-participations. Moreover, matching gestures are used as teaching devices indicating lapses in the competence of the students demonstrated in their verbal productions. The teachers employ matching gestures along with some  verbal affiliates, when the matching gestures are crucial parts of the teachers’ contributions foregrounding the verbal forms as substitutes or remedial proposal for (enhancing) the students’ utterances. That is, matching gestures are used in second language learning situations for proffering learnables through highlighting an alternative way of telling and exhibiting in that language.

Place, publisher, year, edition, pages
Elsevier, 2015
Keywords
Conversation Analysis, Ethnomethodology, Multimodal interaction analysis, Matching gestures, Second language learning, Students’ gestures, Teachers’ responses, Jämförande språkvetenskap och lingvistik Tvärvetenskapliga studier Lärande
National Category
Specific Languages
Identifiers
urn:nbn:se:liu:diva-104918 (URN)10.1016/j.pragma.2014.11.006 (DOI)000349268900003 ()
Note

On the day of the defence date the status of this article was Manuscript.

Available from: 2014-03-03 Created: 2014-03-03 Last updated: 2018-01-11Bibliographically approved
Majlesi, A. R. (2015). Open-ended questions as a resource for teaching grammar. In: : . Paper presented at IPrA, 14th International Pragmatics Conference, Antwerp, Belgium, 26-31 July, 2015.
Open this publication in new window or tab >>Open-ended questions as a resource for teaching grammar
2015 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This study is about the design of open-ended questions such as ‘What is X?’ or ‘Where is X?’ as a resource for teaching grammar in Swedish as a second language classroom. Using video recordings of teacher-student interaction, the study suggests that these questions are used, and treated, as a vehicle for foregrounding a grammatical learnable. The questions may not just convey an expectation to recognize and suggest proper grammatical glasses, but they may also provide the students with prospective ‘clues’ (McHoul, 1990) and ‘contextualization cues’ (Gumperz, 1982) to move from repeating grammatical concepts, which have already been taught, to orienting toward new grammatical learnables. Studies on referential versus display questions, or open-ended versus yes/no questions have shown how understanding different question formats are context dependent (e.g. Koshik, 2005). By adopting ethnomethodological conversation analytic theoretical and methodological framework (e.g. Garfinkel & Sacks, 1970), I will also underscore how the design and understanding of these questions depend on both verbal and nonverbal contexts, which are shaped by the participants together in instructing/teaching sequences. It will be highlighted that these questions may be utilized in preliminary sequences (Schegloff, 2007) prior to the production of locally relevant knowledge within the epistemic domain of grammar. The relevance and also the treatment of these questions are, however, not just related to their sequential placements in the stream of talk, but also to the temporal organization of the activity, and to other local contextual constraints made by various semiotic resources such as prosody, bodily movements, gestures, and the use of material artifacts such as worksheets, written sentences on the whiteboard, etc. These questions and their replies (or their lack of replies) are understood as indexical in what comes next in step-by-step orienting toward, and raising, a new linguistic concept/relation/category as a pedagogical focus. The analysis displays that with these questions 1) the teacher proffers an interactional space for the recognition of a new or an improvable/ remediable grammatical construct or category, 2) the teacher’s access to, knowledge of, the answer is visible in her pursuit of the ‘correct’ answer, and 3) the student is also expected to recognize and pinpoint the same answer. Furthermore, the study demonstrates how the procedure of using these questions in order to zero in on a grammatical learnable is also influenced by the order of successive and simultaneous actions, their multimodal contexts, and by the trajectory of the whole activity, its type and purposes.

References

Garfinkel, Harold & Sacks, Harvey (1970). On formal structures of practical action. In John C. McKinney & Edward A. Tiryakian (Eds.), Theoretical sociology: perspectives and developments (pp.338-66). New York: Appleton-Century-Crofts.

Gumperz, J. J. (1982). Discourse strategies. Cambridge: Cambridge University Press.

Koshik, I. (2005). Beyond rhetorical questions: Assertive questions in everyday interaction. John Benjamins B.V.

McHoul, A. W. (1990). The organization of repair in classroom talk. Language in Society, 19(3), 349-377.

Schegloff, E. A. (2007). Sequence Organization in Interaction: A Primer in Conversation Analysis, Vol. 1. Cambridge: Cambridge University Press.

National Category
Specific Languages
Identifiers
urn:nbn:se:liu:diva-113635 (URN)
Conference
IPrA, 14th International Pragmatics Conference, Antwerp, Belgium, 26-31 July, 2015
Available from: 2015-01-26 Created: 2015-01-26 Last updated: 2018-01-11
Majlesi, A. R. & Simfors, P. (2015). ‘Test in Swedish for Universities and Higher Education (TISUS)’: On the use of conversation as an oral proficiency test situation. In: : . Paper presented at EARLI 2015 (16th biennial conference of European Association for Research in Learning and Instruction), Limassol, Cyprus, 25-29 August 2015.
Open this publication in new window or tab >>‘Test in Swedish for Universities and Higher Education (TISUS)’: On the use of conversation as an oral proficiency test situation
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

‘Test in Swedish for Universities and Higher Education (TISUS)’: On the use of conversation as an oral proficiency test situation

The current paper presents results from an investigation of interaction between the examiners of TISUS (Test in Swedish for Universities and Higher Education), and test takers during their oral proficiency assessment of Swedish as a second language. More specifically, the study deals with the interactional procedure of the test, which is usually carried out in a group of two or three test takers. Even though the test takers are informed beforehand about the topics discussed during the exam, within such tests, various questions and topics are also exchanged that may change the trajectory of the talk and impact the test takers’ performances as well. The encouragement of keeping the conversation natural between the test takers may be constrained by the formal nature of the test, i.e. the distribution of topics and turns by the examiners. Furthermore, due to the contingencies of talk-in-interaction and co-construction of the context, participants are faced with many challenges. In this presentation, we will demonstrate, by means of conversation analysis, how participants orient to problems related to the fact that the conversation is neither totally natural, nor is it open-ended. The test takers’ preparation for thematic talk may, for example, lead to ‘mediated turn distributions’, which in turn, negatively affects the performances and also the administration of the test situation. 

The results show that despite the possible benefits of having conversation as a test situation, problems arise in interaction; thus, assessing the test takers’ performance, such interactional context and its construction may be taken into account.

National Category
Languages and Literature
Identifiers
urn:nbn:se:liu:diva-113633 (URN)
Conference
EARLI 2015 (16th biennial conference of European Association for Research in Learning and Instruction), Limassol, Cyprus, 25-29 August 2015
Available from: 2015-01-26 Created: 2015-01-26 Last updated: 2015-02-03
Majlesi, A. R. (2014). Finger dialogue. The embodied accomplishment of learnables in instructing grammar on a worksheet. Journal of Pragmatics, 64, 35-51
Open this publication in new window or tab >>Finger dialogue. The embodied accomplishment of learnables in instructing grammar on a worksheet
2014 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 64, p. 35-51Article in journal (Refereed) Published
Abstract [en]

This study is about embodied and endogenous grammar instruction on worksheets in teaching Swedish as a second language. It is demonstrated how an ‘awareness’ to produce a linguistic construct ‘grammatically correct’ is co-achieved by the teacher and the student. To see and understand the grammatical features of the words, an interactive instructional sequence is initiated by the teacher. This interactive scaffolding between the teacher and the student, to use meta-talk and to talk about abstract grammar, requires some concrete referents on a surface jointly attended to, and which are seen, pointed to and talked about. It is shown in detail how the interactional business of the interchange is dependent upon a constant integration of talk, gesture and orientation to the written grammatical construct on a sheet of paper. Teaching grammar is, thus, done through the objectification of quite abstract linguistic units and categories, and the transposition of the abstraction onto tangible and visible objects on the paper. Therefore, the result of the organization of order in instruction is a moment-by-moment sense-making, including accounting for how to understand a grammatical phrase, and the rationale behind the relations of the grammatical constructs, and, also, transforming the organization of knowledge. This study shows that foregrounding grammatical learnables on a paper are actualized by the mobilization of diverse semiotic resources resulting in seeing, understanding and reaching an instructed vision (cf. Goodwin, 1994) as the progressive achievement of observable and reportable embodied actions (Garfinkel, 1967, 2002). Grammatical learnables are, therefore, the procedural outcome of the hands-on practices as mutually achieved embodied accomplishments.

Keywords
Instructed vision, Instructing grammar, Interactive scaffolding, Pointing gestures, Conversation analysis, Ethnomethodology, Multimodal interaction analysis
National Category
Specific Languages
Identifiers
urn:nbn:se:liu:diva-104917 (URN)10.1016/j.pragma.2014.01.003 (DOI)000335281100003 ()
Available from: 2014-03-03 Created: 2014-03-03 Last updated: 2018-01-11Bibliographically approved
Majlesi, A. R. & Charlotta, P. (2014). Interpreter-mediated dementia evaluations: On the use of artifacts in tests of cognitive functioning. In: : . Paper presented at Nordisco 2014 (Nordic Interdisciplinary Conference on Discourse and Interaction),Jyväskylä, Finland, 12-14 November.
Open this publication in new window or tab >>Interpreter-mediated dementia evaluations: On the use of artifacts in tests of cognitive functioning
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Interpreter-mediated demenƟa evaluaƟons: On the use of artefacts in tests ofcogniƟve funcƟoningThe current paper presents results from an invesƟgaƟon of interpreter-mediated interacƟon between clinical staff andethnic minority paƟents during demenƟa assessment in a Swedish memory clinic. More specifically, the study deals withthe part of the assessment in which tests of cogniƟve funcƟoning are carried out. Within such tests, various artefacts areused, such as pen, paper, pictures and other objects (e.g. a torch, a comb etc.). The use of these artefacts is constrainedby the formal nature of the test, i.e. quesƟons are to be asked in a specific way in order for test answers to count as valid.However, due to mulƟlingual and mulƟcultural aspects of the context, and the fact that the interacƟon between clinicianand paƟent is mediated by an interpreter, parƟcipants are faced with many challenges. In the current presentaƟon,we will demonstrate, by means of mulƟmodal interacƟon analysis, how parƟcipants orient to problems related to thefact that the test is neither adapted to the language and culture of the paƟent, nor to paƟents with limited readingand wriƟng skills. The paƟent's unfamiliarity with an object or picture may, for example, lead to extensive repair-workbetween paƟent and interpreter, which in turn, negaƟvely affects the administraƟon (and validity) of the test and testanswers.The results presented are supported by current research and reports from clinicians that state that European memoryclinics are generally unprepared for a rapidly growing number of immigrants, that there is a lack of clinical rouƟnes forthis kind of interacƟonal encounter, and that test materials are not adapted to the needs of these clients (Nielsen, 2011;Nielsen et al., 2011).

Keywords
interaction, test, interpreter-mediated interaction, dementia
National Category
Humanities
Identifiers
urn:nbn:se:liu:diva-113631 (URN)
Conference
Nordisco 2014 (Nordic Interdisciplinary Conference on Discourse and Interaction),Jyväskylä, Finland, 12-14 November
Available from: 2015-01-26 Created: 2015-01-26 Last updated: 2018-07-18
Majlesi, A. R. (2014). Learnables in Action: The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms. (Doctoral dissertation). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Learnables in Action: The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Lärande genom handling : Hur möjligheter till undervisning och lärande åstadkoms i svenska som andraspråkutbildning
Abstract [en]

This doctoral dissertation is an empirical qualitative research study on the emergence of learnables in classrooms of Swedish as a second language. It adopts a dialogical and praxeological approach, and analysis is based on video recorded teacher-student interactivities in classrooms. Learnables are taken to be linguistic items or constructs that are displayed as unknown by students, or problematized by students or teachers, and therefore oriented to as explainable, remediable, or improvable. Learnables are introduced in planned or less planned classroom activities, either in passing, while continuing the current main activity, or in sidesequences. In these activities, teachers and students not only talk, but also use other embodied resources (e.g. pointing) or available artifacts (e.g. worksheets) to highlight linguistic learnables. Teachers and students use these resources for achieving and maintaining intersubjectivity as well as contributing learnables to the interactivities. Through manifest embodied practices, abstract linguistic learnables become objectified, and knowledge about them gets organized in and through joint co-operative activities.

Abstract [sv]

Denna avhandling är en empirisk, kvalitativ studie om uppkomsten av s.k. ”learnables” i svenska som andraspråksutbildning. Studien antar ett dialogiskt och praxeologiskt perspektiv, och analysen baseras på video-inspelade lärare-elevinteraktiviteter i klassrummet. ”Learnables” utgörs av språkliga objekt eller konstruktioner, som hanteras som obekanta av elever, eller som problematiseras av elever eller lärare, och därför orienteras emot som objekt som kan förklaras, korrigeras eller förbättras. ”Learnables” kan uppstå i planerade eller mindre planerade klarssrumsaktiviteter, antingen i förbigående, samtidigt som huvudaktiviteten fortsätter utan avbrott, eller i sidosekvenser. I dessa aktiviteter använder lärare och elever inte bara talspråk, utan även andra kroppsliga resurser (t.ex. pekningar) eller tillgängliga artefakter (t.ex. papper) för att fokusera på språkliga ”learnables”. Lärare och elever använder dessa medel för att uppnå och bibehålla intersubjektivitet, samt för att bidra med ”learnables” till interaktiviteterna. Genom konkreta kroppsliga metoder blir abstrakta, språkliga ”learnables” objektifierade och kunskapen om dem organiseras i och genom deltagarnas koordinerade handlingar.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2014. p. 102
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 610Studies in Language and Culture, ISSN 1403-2570 ; 24
Keywords
Learnables, Ethnomethodology, Conversation Analysis, Dialogism, Second language learning, Multimodal interaction analysis, Gestures, Embodied actions, Classroom discourse, Swedish as a second language, Lärande, Etnometodologi, Samtalsanalys, Dialogism, Andraspråksinlärning, Multimodal interaktionsanalys, Gester, Förkroppsligade handlingar, Klassrumsdiskurs, Svenska som andraspråk
National Category
Specific Languages
Identifiers
urn:nbn:se:liu:diva-104920 (URN)10.3384/diss.diva-104920 (DOI)978-91-7519-387-8 (ISBN)
Public defence
2014-03-28, Key 1, House Key, Campus Valla, Linköpings universitet, Linköping, 10:15 (English)
Opponent
Supervisors
Available from: 2014-03-03 Created: 2014-03-03 Last updated: 2018-01-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7562-991X

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