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Emergent learnables in second language classroom interaction
Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences. (ASK)ORCID iD: 0000-0001-7562-991X
Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences. (ASK)ORCID iD: 0000-0003-4004-5361
2012 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, Vol. 1, no 3-4, 193-207 p.Article in journal (Refereed) Published
Abstract [en]

This paper studies how unplanned learnablesemerge in classroom interaction. A learnableis defined as whatever is interactively established as relevant and developed to become a shared pedagogical focus. A learnable can thus be related to any social practice. In the context that we are studying, a Swedish as a second language classroom, we show how interactive processes constructing something as a learnable may originate not only in the use of an unknown Swedish word whose meaning is then asked for (which amounts to a verbal source for a learnable), but also in an unknown name for an object (a material source for a learnable) or an unknown meaning of a gesture (a gestural source for a learnable). These last two sources have not been much described in the existing literature on objects of learning. Through detailed analyses of video recorded classroom interaction, focusing on the ways in which participants gradually accomplish learnables, we show how learnables can arise, step by step, in and for the relevant needs of an emergent learning project that may be quite different from the teacher's pedagogical agenda.

Place, publisher, year, edition, pages
Elsevier, 2012. Vol. 1, no 3-4, 193-207 p.
National Category
Pedagogical Work Learning Social Anthropology General Language Studies and Linguistics
URN: urn:nbn:se:liu:diva-86980DOI: 10.1016/j.lcsi.2012.08.004OAI: diva2:584006
Available from: 2013-01-11 Created: 2013-01-08 Last updated: 2015-02-02Bibliographically approved
In thesis
1. Learnables in Action: The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms
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. 102 p.
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 610Studies in Language and Culture, ISSN 1403-2570 ; 24
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
urn:nbn:se:liu:diva-104920 (URN)10.3384/diss.diva-104920 (DOI)978-91-7519-387-8 (print) (ISBN)
Public defence
2014-03-28, Key 1, House Key, Campus Valla, Linköpings universitet, Linköping, 10:15 (English)
Available from: 2014-03-03 Created: 2014-03-03 Last updated: 2015-02-02Bibliographically approved

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Majlesi, Ali RezaBroth, Mathias
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