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Finger dialogue. The embodied accomplishment of learnables in instructing grammar on a worksheet
Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0001-7562-991X
2014 (English)In: Journal of Pragmatics, ISSN 0378-2166, Vol. 64, 35-51 p.Article 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.

Place, publisher, year, edition, pages
2014. Vol. 64, 35-51 p.
Keyword [en]
Instructed vision, Instructing grammar, Interactive scaffolding, Pointing gestures, Conversation analysis, Ethnomethodology, Multimodal interaction analysis
National Category
Specific Languages
URN: urn:nbn:se:liu:diva-104917DOI: 10.1016/j.pragma.2014.01.003ISI: 000335281100003OAI: diva2:700067
Available from: 2014-03-03 Created: 2014-03-03 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 Reza
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