liu.seSearch for publications in DiVA
Change search
ReferencesLink to record
Permanent link

Direct link
The intersubjective objectivity of learnables: Theoretical underpinnings of praxeological and dialogical research on opportunities for learning in teacher-student interactivities
Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0001-7562-991X
(English)Manuscript (preprint) (Other academic)
Abstract [en]

The question that this article is concerned with is the following: When training new members of a community, for example, in novice-professional, trainer-trainee, or teacher-student activities, what is it that is being learned? What is it that is offered as something to learn, and how do teachers and students make sense of things as learnables? If one assumes that the issue of learning is always the issue of learning something, this article is about that something, and the resources and consequences of its emergence and existence in learning activities. I shall use the term ‘learnable’ about evolving or emergent objects of learning in social activities. Based on the phenomenological-sociological view on intersubjectivity developed by Husserl (1983, 1989; see also Schutz, 1932/1967, 1975), I will argue for a praxeological (Garfinkel & Sacks, 1970/1986) and dialogical (Bakhtin 1981, 1986; Linell, 2009) investigation of learnables as objects of any sort, whose objective reality is accomplished in the social activity at hand. In language learning classroom interactivities, that are this article’s concern, the phenomena we are talking about are  linguistic expressions, their forms, and their functions. It will be argued that their objective reality is an accomplished reality, and their rationale is an achievable phenomenon in social activities.

Keyword [en]
Phenomenology, Dialogical theory, Conversation Analysis, Ethnomethodology, Multimodal interaction, Learnables, Language learning
National Category
Specific Languages
URN: urn:nbn:se:liu:diva-104919OAI: diva2:700072
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

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Majlesi, Ali Reza
By organisation
Language and CultureFaculty of Arts and Sciences
Specific Languages

Search outside of DiVA

GoogleGoogle Scholar
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 58 hits
ReferencesLink to record
Permanent link

Direct link